


PRIMARY 






Class. 
Book.. 



-— ^i I 






Copyright N» /3_2^ 



CQEBRIGKT DSPOSIC 



Construction Work 

for the 

Primary Grades 



OTHER BOOKS BY MR. WORST 



Foot-Power Loom Weaving, _ _ _ _ . $5.00, net 
Industrial Work for the Middle Grades, _ . _ $3.50, net 

Problems in Woodwork, _ . _ . 



Construction Work 



FOR THE 



Primary Grades 



EDWARD F. WORST, 

Director of Elementary Manual Training 
and Construction W^ork 

CHICAGO, ILL. 




MIL-WAUKEE, WIS. 
THE BRUCE PUBLISHING CO. 






COPYRIGHT 1920 

BY 

EDWARD F. WORST 



JAN -8 1921 
©CU604896 



Introduction 




HESE outlines on construction work are for the teacher's use. 
It is not intended that the suggestions contained in them 
shall be mechanically followed. It is, however, expected that 
the teacher, in order to become familiar with the subject- 
matter, shall work out in detail each problem suggested for 
her particular grade. Not until this is done can she appre- 
ciate its value. When she has made the work a part of herself she will 
present it, not as some one else would direct her to do it, but in her 
own way. 

Construction work in the primary grades, consisting largely of dis- 
connected exercises without apparent reasons for presenting them to the 
children, is likely to be much less useful as an educational agency than 
it should be. It has failed to give fhat high degree of mental disci- 
pline, which, when properly presented, it is so well calculated to afford. 
The number work growing out of the construction work when properly 
taught, affords the, finest mental discipline of any study in the primary 
grades. 

The outlines will suggest work that is not only simple, progres- 
sive, and practical, but work that is adapted to the academic course, 
thus making it possible for the work to be taught in connection with 
other branches of school studies. 

In no instance should material be passed to pupils and mechanical 
dictation be given them for the construction of a certain problem. 
Dictation has a value and place, but not until a necessity has been 
created for the exercise, followed by a class discussion as to its value 
and its construction. 

It is not always wise to give directions verbally. The child is 
learning to read and to write. To give directions through reading and 
writing impresses him with the fact that it is really a way he can learn 
from others, and adds greatly in the work of the upper grades, where 
the child must be able to read understandingly before he is able to 
perform much of his work. 

Show the class a finished exercise made by yourself. This exercise 
should not be too difficult, and not so different from previous exercises 
that the children will not be able to comprehend the new step. After 
the exercise has been carefully examined, allow the pupils to make 
others like it as nearly as possible. 

After the construction of a certain exercise, under the teacher's 
direction, have pupils repeat the exercise, doubling all dimensions. 
Have them repeat the exercise by taking half of each dimension. 



Give written directions on the board, such as the following. 

Draw a rectangle 4x3 inches. 

Draw another rectangle 6x4 inches. 

Draw another rectangle, using one-half the above dimensions. 

Have the pupils, very early in the work, understand a pattern 
drawing. Place on the board a pattern drawing of some object to 
be made, asking the class to follow it. 

It is well to remember that the greatest value grows out of prob- 
lems suggested by the real needs of the pupils, as the construction of 
any problem for which there is a real motive brings forth the pupil's 
very best efforts. 

In the primary grades there should be three distinct groups of 
problems, those relating to the schoolroom administration, the child's 
play, and problems related to the home. 

Under schoolroom administration there are boxes, books, en- 
velopes, etc. These are constructed for the purpose of taking care 
of the various lines of educative seat work suggested throughout the 
year's work. 

The doll house and its modification takes care of the play side. 

For the home there should be an occasional exercise carried out 
by the pupils. This should be something appropriate for the home — 
a button book, needle book, stamp case, court plaster case, etc. 

Reasons for Giving Construction Work. 

1. It develops control of muscles and the co-operation of mind and 
hand, leading to skill. 

2. It helps to fix habits of accuracy, neatness and thinking, and 
doing things in an orderly way. 

3. It furnishes opportunity for teaching (a) numbers, (b) language, 
(c) reading, (d) free expression. 

(a) Refer to number work based on construction calling for 
folding into sixteen squares and the use of the ruler. 

(b) Language : If the question, ''How many squares are there in 
one row ?" is asked, the answer in a complete statement, "There 
are four squares in one row," will lead the child into habits 
of proper expression. Tell about the second row ; the third row. 

(c) A new vocabulary made up of such words as "edge, square, 
lower, right, left, line," etc., soon grows from the work, and 
may be utilized in giving directions through written sentences 
on the board. 

(d) Much opportunity should be given to children to express 
freely in a concrete way the ideas gathered from literature and 
their own experiences. 

4. It gives ability to follow directions. 

(a) Through dictation. 

(b) Through the use of patterns. 



(c) It leads to the making of working drawings, to reading and 
interpreting intelligently, and the making of blueprints in the 
seventh and eighth grades. 
5. Training in taste. This comes through : 

(a) Selection of materials. 

(b) Combination of colors. 

(c) Decoration of things made. 

G. It gives -the child an appreciation for a well-made article. 

7. It affords an opportunity for developing the power of invention 

(a) Selection of size appropriate for certain uses. 

(b) Selection of riiaterial appropriate for certain uses. 

(c) Selection of form and color appropriate for certain uses. 

8. Application of labor. It gives the child an opportunity to ex- 
pend his energy on lines that are educative. 

9. It furnishes opportunity for educative seat work. 

Every up-to-date teacher must realize the importance of hand 
work. The time for the hit-and-miss construction work has passed 
and the demand comes from the teachers for the more practical and 
related problems for the primary grades. It will be observed that 
the seasons of the year have somewhat to do with the planning of 
the right sort of problems. The writer urges that the teacher per- 
form the various operations described in order that she may adapt 
and present the work to the pupils in her own way. 

The writer wishes to state that the graded course which fol- 
lows is by no means an ideal one. It is, however, a course which 
very closely relates to the academic work and the cost is brought 
within the amount easily available for each child. 

In case of an unlimited allowance there are many other prob- 
lems which m'ght be made to take the place of those suggested. 

EDWARD F. WORST. 



Table of Contents 

First Grade 

Page 
September — Kinds of Cutting, Cutting in Mass, Making a Block 

Print, Cutting Envelope, Construction of Envelope, Simple 
Decoration, Cutting from Object and from Memory, Cut- 
ting to Line, The Game, Envelope for Dissected Cuttings, 
Care of Seat Work, Making a Hektograph, Freehand Imagi- 
native Cutting, Box for Shoe Pegs, Cover for Box, Sugges- 
tions for the Use of Pegs 9-24 

October — Cutting to Line, Clay, Box for Picture Number Cards, 
The Ruler as a Straight Edge, Peg Board, Use of Board, 
Envelope for Peg Board, Construction of Envelope, Envelope 
for Matching Number Game, The Game, Cutting Book, 
Clay Box, Construction of Box, Construction of Cover, 
Lanterns, Alphabet Book, Construction of Book, How to 
Use the Book 25-43 

November — Cuttings, Clay Modeling, Boat with Sails, Log House, 
Cradle, Construction of Church, The Church (Main Build- 
ing), Trees, Box for Vocabulary Cards, How to Use Vocabu- 
lary Cards, Number Game, The Game, Envelope for Vowel 
Families 44-55 

December — Cutting and Tearing, Clay Modeling, Christmas Tree 
Decorations, Popcorn Basket, Three-sided Basket with 
Point on Each Side, Three-sided Basket with Two Points on 
Each Side, Lanterns, Wall Pocket, Picture Frame, Cake 
Basket for Christmas Tree, Christmas Tree Ornament, Book 
Mark, Hair Receiver, Candy Box, Closed Candy Box, Shav- 
ing Pad Calendars, Envelope for Calendar, Darning Cotton 
Case, Winding the Cotton, Making the Box, Another Inter- 
esting Basket, Story Book, Making the Book, Pictures and 
Sentences 56-70 • 

January — Learning to Measure, The Foot Rule, The Inch, 
Making Decorative Chains, The Doll House, Making a Table, 
Chair, Bed, Davenport; Weaving a Mat, Envelope for Alpha- 
bet Matching Game 71-82 

February — Cutting, Trees, Clay, Review of Log House, Covered 
Wagon (Prairie Schooner), Small Furniture, Doll House 
Furniture, Emphasis on the Use of the Ruler, Badges, Draw- 
ing the Square, Soldier Cap, Making a Trunk, Cupboard, 
Dresser, Serving Table and Stove; Valentines, Envelopes. 
Weather Record Box 83-94 



Page 
March — Cutting, Clay, Pin Wheel, Group Problems, The Farm, 
Making the Fences, Other Exercises without Paste, Chicken 
Coop, Wagon, Making the Wagon, Number Based on the 
Construction of Wagon, Number Book, Dominoes, Box for 
Dominoes, Cover for Box, How to Use the Dominoes 95-104 

April — Cutting and Tearing, Clay, Easter Basket, Bird House, 
Easter Cards, Envelope, Geometric Game, Other Ways of 
Using the Board 105-113 

May and June — Cutting and Tearing, Clay Modeling, Badges, 
Flower Pot and Plant, Making the Flower Pot, Cutting the 
Flower, The Leaves, Assembling the Parts, Group Problem, 
The Circus Parade, Cutting Animals and Cage, Assembling 
the Parts, Bird Cage, Berry Basket or Box, Reins 114-121 

Second Grade 

September — Cutting and Tearing, Cutting Envelope, Construc- 
tion of Envelopes, Box, Construction of Box, How to Use 
the Number Cards, Care of Seat Work, Envelope, The Sheet 
of Phonograms (Fig. 9), Construction of Envelope, Box, 
Formal Number Lesson, The Cover 125-137 

October — Cutting and Tearing, The Half Inch, Cutting Book, 
Tying the Pages, Lantern, Double Weaving-Book Mark, 
Circular Basket 138-145 

November — Freehand Cutting, Puritan Cap for Girls; Soldier 
Cap for Boys, Construction of Cap, Kerchief, Indian Head- 
Dress, Basket (Thanksgiving), Construction of Basket, 
Original Basket, Spelling Blank, Sewing the Book, Number 
Game, Use of Board, Envelope, Construction of Envelope. .146-154 

December — Cutting and Tearing, Christmas Tree Decoration, 
Christmas Basket, Other Baskets, Calendar, Envelope, Pin 
Case, Construction of Cubical Box, Covering the Cube, Box 
for Pin Holder, Button Book, Envelope 155-160 

January — Weaving: Iron, Poker or Kettle Holder; The Doll 
House, Mat for Kitchen Floor, Making a Block Print, How 
to Use the Block Print, Making a Cupboard, Bed, Table; 
Number Lesson, Making a Chair, Davenport, Dresser 161-172 

February — Cutting and Tearing, Folding and Cutting for Valen- 
tines, Modified Foldings, Envelopes for Valentines, Cutting 
Envelope, Box for Colored Sticks and Use of Game, Draw- 
ing of Squares, Badges, Drawing of Oblong, Valentines, 
Folder for Valentine, Raffia Mat, Serving Table, Sideboard, 
Stove, Woven Rugs 173-182 



Page 
March — Window Boxes for Doll House, Artificial Flowers, Spell- 
ing Book, Box for Initial Blends (Work in English), Making 
the Box, The Game, Go-Cart, Making the Cart, Hood, Wheel, 
Handle 183-189 

April — Cutting and Tearing, Modeling, Spelling Book, May 
Basket, Decoration of Basket, Double Woven May Basket, 
Construction of Basket, Original Problem, Easter Cards, 
Word Building Game, Playing the Game, Envelope for 
Game .-igO-ig? 

May and June — Cutting and Tearing, Badges, Score Card, Con- 
struction of Score Card, The Game Bean Bag, Use of Score 
Card, Ring Toss Game, Flower Pot, The Stems, Leaves and 
Flowers, Fruit Basket, The Circus Parade, The Cages 198-207 

Third Grade 

September— Score Cards, Envelope, Construction of Envelope. 
Learning to Read a Pattern Drawing, The Game, Spelling 
Blank, Construction of Book, Sewing the Book, Pasting the 
Cover 211-218 

October — Cutting, Lantern, Word Book, Construction: First 
Lesson, Second Lesson, Third Lesson, Fourth Lesson, Fifth 
Lesson 219-226 

November — Cutting and Tearing, Soldier Cap and Puritan 
Bonnet, Puritan Cradle, Multiplication Game, Multiplication 
Table. Envelopes, Weaving a Stocking Cap 227-235 

December — Pin Case, Box to Hold Pin Case, Needle Book, 
Woven Work Bag, Circle Maker, Blackboard Exercises, 
Handkerchief Bag, Construction of Loom, Mat, Box with 
Cover Attached, Christmas Basket, Triangular Candy Box, 
Circular Book Mark, Book Mark 236-248 

January — Book Bag, Construction of Loom, Hinged Spelling 

Blank Cover, Book Press 249-260 

February — Valentines, Envelope for Valentine, Circular Valen- 
tine, Blackboard Exercises, Lincoln and Washington Badge, 
Decorated Spelling Book, Making the Cover 261-265 

March — Cutting and Tearing, Marble or Jackstone Bag, Thread- 
ing the Loom, Making Drawstrings, Number Growing Out of 
the Marble Bag, Ash Splint Basket, The Cutting Gauge, 
Cutting the Splints, Paper Strips, Rope Basket, Paper 
Flower Pot for Germinating Purposes, Constructing the Jar. 266-275 

April — Cutting and Tearing, Clay, Folio, Construction of Folio, 
May Baskets, Constructing the Basket, Easter Basket, 
Easter Cards 276-286 

May and June — Doll's Hammock, Stringing the Loom, Weaving, 
Tying the Fringe, Score Card, Shuffle Board, Playing the 
Game * 287-291 



SEPTEMBER. 
Kinds of Cutting. 
1. Cutting in Mass: 

Purpose : 

To give skill and training in handling the scissors through tho 
interest the pupils have at this particular season in the connnon 
vegetables, fruits, animals, and birds, as shown in Plates 1 and 2. 

The written and printed words should be taught at the time 
the cutting is being done. 

Good pictures of vegetables may be obtained from old seed 
catalogs, or cutting sheets may be ordered from school supply houses. 

"Cutting in mass'' is especially good for beginning first-graders 
because of the freedom allowed in the cutting. The pupil sees the. 
mass and not a fine line, as in the line cutting. 

A good hektograph will be of great value in this work. 

Making a Block Print. 

If the teacher so desires, a very interesting block print may be 
made of a potato or turnip. With a large knife, cut the potato or a 
turnip so the largest possible surface is obtained. On this surface, 
lay a paper cutting of any form desired, and cut vertically around 
the edge of the pattern thus placed. From the outer edge of the 
potato or turnip, cut horizontally toward the vertical cut. This 
causes the part of the potato or turnip outside the edges of the 
paper to fall away, leaving the desired form, from a quarter to a 
half inch higher than the other part of the potato or turnip. 

To make a printing pad, take a piece of cheesecloth, fold it 
several times, and moisten with water. Pour a small quantity of 
ink on the moistened cheesecloth pad. Place the potato or turnip 
block print on the pad and then stamp on a piece of drawing paper. 
It takes but a very short time to stamp a sufiicient number for pupils 
of a whole room. The picture thus printed may be cut in a similar 
manner as the cuttings of previous lessons. 

By allowing each pupil to have several block prints of the same 
kind, a very interesting border may be arranged in the cutting 
book. Or, one print may be provided for each pupil, to be used 
as a pattern around which he may draw. This leads to cutting to 
line. 

Cutting Envelope. 

Any line of work that is worth doing is worth preserving. The 
children are led by the teacher to the absolute necessity of construct- 
ing some sort of receptacle to hold the cuttings. Whenever possible, 



10 



CONSTRUCTION WORK— FIRST GRADE 




tomato Pi a t e 1 



Plate 1. 



give the children a voice in planning what is to be constructed. It 
is necessary that the teacher have something definite in mind in 
order to get the very best from the children. 

Purpose: 

To provide a way for the pupils to care for their cuttings until 
a mounting book has been constructed. 

To begin to teach the pupils to care for their work in a sys- 
tematic and orderly way. 



SEPTEMBER 



11 




Plate 2. 



Materials : 

Tinted construction? paper ; 50 pieces 9x12 inches. 

Presentation : 

The pupils are already enthusiastic over the construction of a 
box or envelope in which to place their cuttings. 

Pass to each pupil a piece of the 9xl2-inch construction paper. 
(This size is selected because at this time the pupil is unable to 
handle the 12xl8-inch size.) 

Why is an envelope better for cuttings than a box? 



12 



CONSTRUCTION WORK— FIRST GRADE 




Plate 3. 



With the paper on each desk, allow the pupils to suggest ways 
the envelope might be constructed. 

Construction of Envelope: 

Fold over about two inches of the short edge of a piece of 9x12- 
inch construction paper, fig. 1. 

Fold the opposite edge of the paper up to the crease which is 
indicated by the dotted line. Fig. 1. 

All dotted lines indicate folding. Since this folding is free- 
hand, no two envelopes will be exactly the same. When the edge 



SEPTEMBER 



13 




"a" is folded up to the dotted line "b," and the edge "c" is folded 
downward along the dotted line "b," we have what is shown in Fig. 2. 
To close the edges, it will be necessary, in this exercise, for the 
teacher to cut on the paper cutter strips of- paper 5 inches long and 
2 inches wide (see Fig. 3), and have the children fold them length- 
wise into halves. Paste is applied, and the folded strips are pasted 
along the right and left edges of the envelope. In case the folded 
strips are not exactly as long as the edges over which they are pasted, 
permit them to come even with the closed bottom edge of the en- 
velope. In case the folded strips are too long, permit the surplus 
to extend beyond the closed bottom edge. After the pasting is com- 




Fic^.e 



F.g.3 



14 



CONSTRUCTION WORK— FIRST GRADE 



pleted, the surplus may be cut away. This completes the envelope 
(see Fig. 4), which is to be used for all lines of cutting until the 
best ones are chosen for the mounting book. Those not chosen 
may now be discarded. When he discards the ones not wanted, the 
child feels very differently from the way he feels when the teacher 
orders the work brushed into the waste basket at the close of each 
lesson. 

Simple Decoration: 

By means of Waldcraft sticks or paper cutting, simple designs 
may be applied. To draw the straight lines as shown in Fig. 5, 
place the ruler or a strip of heavy paper on the envelope so one long 
edge coincides with one long edge of the envelope. Along the op- 
posite edge draw the straight lines as shown in Fig. 5, using a wax 




crayon of the desired color. With the Waldcraft sticks: and color 
pads print the squares as shown in Fig. 5. Squares of paper may 
be cut and pasted instead of using the dyes. With beginning pupils 
the applied art may be omitted. 

Cutting From Object 

It is often well to place an object where the pupils can see it 
and then have them cut. The idea is to have the pupils look at the 
object occasionally while cutting. 

Cutting From Memory 

The day following, remove the object and have the pupils cut 
from memory. 

Have the pupils show by cutting or tearing something observed 
on their way to or from school. This will aid in cultivating the 
memory. 

Cutting to Line 
Purpose : 

To provide for motor activity, skill, and seat work. 



SEPTEMBER 



15 




Fig. 5 Decorated Envelope. 



Material: 

Manila drawing paper. 

Tools : 

Hektograph, hektograph ink, and scissors. 

It lias already been suggested that the pupils be allowed to use 
the mass cutting as a pattern in obtaining outlines for line cutting. 

It is not absolutely necessary that the teacher be an expert in 
drawing in order to prepare line cutting for children. There may 
be found in the market, animals, fruit, trees, and other forms in sil- 
houette or outline. With a good set of these in the school, the work 
is very much simplified. 

To prepare the above lesson, place a piece of carbon paper (black 
side down) upon a piece of glazed white paper. Upon this carbon 
paper place the silhouette form of a rabbit, or whatever form is 
desired. Trace the outer edge of the silhouette with a lead pencil 
(a pointed stick will do). Draw similar lines as shown by dotted lines 
(Fig. 6). Upon removing the silhouette form and the carbon paper, 
it will be found that the outline and all other lines traced are upon 
the glazed white paper. The outline upon the glazed white paper may 
now be traced with hektograph ink. When thoroughly dry, place the 
glazed paper (inked side down) upon the hektograph and smooth 
carefully with a cloth. In about a minute remove the glazed paper, 
and the outline and all other lines are upon the surface of the 
hektograph. The outline is now ready to be transferred to any kind 



16 



CONSTRUCTION WORK— FIRST GRADE 




Fig. 6 Animal Silhouette. 

of paper you may care to use — in this case, tinted construction paper. 
Place the tinted construction paper, one sheet at a time, upon 
the hektograph, and rub gently. In this way the outline is trans- 
ferred to as many sheets as may be desired. These in turn may be 
passed to the pupils, who will cut along the outline first, and then 
along all cross lines, thus dividing the silhouette into several pieces. 

The Game 

The pupils, during a long period when in their seats, may oc- 
cupy their time in putting together the dissected parts to again 
form the animal. To care for those parts requires the construction of 
another envelope. 

Envelope for Dissected Cuttings 
Purpose : 

To provide a place for the dissected picture. 

To give the child educative employment at his desk. 

Materials : 

Fifty pieces of tinted construction paper 6x9 inches. One hun- 
dred pieces construction paper, 1^x3 inches. 



SEPTEMBER 17 

Presentation : 

Since the construction of this exercise is the same as that of the 
cutting envelope, only smaller, it might be well to furnish the pupils 
with the necessary materials, allowing them to construct independ- 
ently. 

Place first the parts of only one animal in the envelope, and 
permit the children to lay the parts to form the animal. Later, all 
the parts of two animals may be placed in the same envelope, and 
the children permitted to lay the pieces to form the animals. 

Care of Seat Work 

To aid in caring for seat work, number each envelope or box. 
Place the same number on each piece that is put into the box. When 
pieces are dropped on the floor by the children, it will be an easy 
matter to place each part in its proper box or envelope. 

More Cutting to Line 

Another interesting exercise in "Cutting to Line" may be had 
by furnishing each child with a pattern of the desired form and 
permitting him to place the pattern upon the paper. With a sharp 
pencil draw around it and then cut along the outline drawn. 

Occasional lessons of this kind are very helpful to both teacher 
and pupils in the beginning work. To secure the patterns above men- 
tioned, use the hektograph as already directed, and have the pupils 
of the second grade do the cutting. Later, when the pupils cut from 
objects or from imagination, they will often wish to duplicate a 
certain cutting by using the original one for a pattern. 

To Make a Hektograph 

If the school is not provided with a duplicator of some kind, the 
following is a good recipe for making a hektograph. The amount 
is sufiicient to fill a pan 9x12 inches and | inch deep: 

2 ounces gelatine in sheets. 

1 pint glycerine. 

Put into double boiler and cook slowly for two hours. Pour 
into the pan and allow to cool. It takes about three hours to cool 
sufficiently to be in condition to use. 

Wash off with a sponge and lukewarm water after using. 

The copy should be written with hektograph ink on a paper 
having a smooth surface. Lay the copy, face down, and leave for 
about two minutes, smoothing it with a cloth. In making the dupli- 
cates the paper is smoothed over the surface and removed im- 
mediately. 



18 CONSTRUCTION WORK— FIRST GRADE 

Cutting From Object 

It is often well to place an object where the pupils can see it and 
then have them cut. The idea is to have the pupils look at the ob- 
ject only occasionally while cutting. 

Cutting From. Memory 

The day following, remove the object and have the pupils cut 
from memory. 

Freehand Imaginative Cutting 

Any of the objects suggested for mass or line cutting will fur- 
nish materials for freehand cutting lessons. 

This phase of cutting grows largely out of the work in Eng- 
lish. At the close of a story period, or at the end of a reading lesson, 
the children may be given an opportunity to express some part of 
the story in paper cutting or tearing. This, at first, is usually done in 
one piece. Later, the illustrative cuttings may be done in parts, 
and afterwards assembled in such a way as to make a pleasing ar- 
rangement. Such an exercise should be preceded by a group prob- 
lem. To do this, select some story like "The Landing of the Pil- 
grims," Indian life, or even a barnyard scene. Any of the above 
offers a splendid opportunity for many cuttings. In the "Landing 
of the Pilgrims," all children cut trees. From experience, we know 
that some cut trees as large as the paper will allow, while others 
cut only very small ones. In building up the forest, all cuttings of 
trees may be used by placing the large ones in the foregTound and 
the smaller ones in the background, thus giving, unconsciously, the 
first rules of perspective. 

Criticism of one's own work is necessary for growth, and much 
attention should be given to correct form and proportion. 

Box for Shoe Pegs 
Purpose : 

To hold colored shoe pegs to be used in connection with number 
and seat work. 

Material : 

One hundred 9-inch squares of tinted construction paper. 

Presentation: 1 '' ['i^H 

As in the case of the envelopes for the cuttings and the dissected 
pictures, the pupils will appreciate the absolute necessity of provid- 
ing for the care of the shoe pegs. After a general discussion on 
the construction of such a box, pass to each child a 9-inch square of 
paper. Call attention to the shape of the paper. See Fig. 7. How 



SEPTEMBER 



19 



F.< 



ru 



many corners lias it? How many edges has the square? What can 
you say of the"r length? (All the same length.) 

In order that the box shall be a trifle smaller than the cover, 
have the pupils cut from two edges of the square a narrow strip about 
|-inch wide. The paper remains practically a square, or pass the pupils 
squares that measure 8^ inches. 

For convenience, name the edges right and left, upper and lower, 
or front and back. Have ijupils point to the right edge, left edge, 
front edge and back edge. 

Hold the square by the right and left edges. Fold the paper 
so these edges exactly meet, and crease. Fig. 8. What is the shape 
of your paper now? Fig. 8 — oblong. How many comers has it? 
How many edges? Are the edges of the oblong all the same length? 
Open the paper. Fig. 9. How many oblongs are there in the open 
paper? What part of the square is each oblong? Find the crease 
made by folding. Fold the right edge of the paper to the crease. 




20 



CONSTRUCTION WORK— FIRST GRADE 



1 1 1 

I I I 

i ' ' 

I I I 



Fold the left side so that it will look like the right side. Unfold. 
How many oblongs are there now? Fig. 10. Hold the paper so 
the crease runs from right to left and fold again as above. (See 
Fig. 11.) 

Since the other boxes are to be constructed, it will not be neces- 
sary to attempt to develop all the number work which may be given 
out of such a construction lesson. 

It will be remembered that all dotted lines indicate creases, 
while the continuous lines should be cut. 






I I • 

I I 

I I 

I I 

I I 



Fi5^ IS 



F.g 13 



SEPTEMBER 



21 





Cut away one row of sqiiares, as indicated in Fig. 12. How 
many squares are left? Fold right and left edges into the creases. 
Fig. 13. The ends of the box have double foldings. Slip one within 
the other, as shown in. Fig. 14. The end square as shown in Fig. 14 
is now folded over the already double end to the inside of box, thus 
making it strong and suitable for various kinds of materials to be 
used in seat work. Library paste will greatly aid in strengthening 
the box. 

Cover for Box 

The cover for the box is constructed the same as the box, ex- 
cept that the full 9-inch square is used. 

Provide each child with another 9-inch square of tinted construc- 
tion paper, permitting him to fold as in previous exercise, without 
any directions. As a convenience in removing the cover, cut a small 
triangle from each of the long sides. Fig. 15. 

Do not over-direct the work, but give the child every possible 
opportunity to help himself. 

The above exercise results in a very substantial box, which may 
be used to hold colored pegs. 




22 CONSTRUCTION WORK— FIRST GRADE 






\ 





\ 



\ 



Plate 4 Outlines for Shoe Pegs. 



SEPTEMBER 23 

Suggestions for the Use of Pegs 

1. Assort as to color or size. 

2. Count by laying one in the first row, two in the next, three iu 
the third, and so on. 

1 

I 1 
111 
111 1— etc. 

3. Lay in twos, threes, or fours, etc. Th's leads the pupils to 
count by twos, threes and fours. 

II 11 11 
111111111 

4. Lay a certain nuniber of rows with the same number in each row ; 
as, four rows with four in each row. 

1111 
1111 
1111 
1111 

5. Lay all the combinations of each number ; as, for five : 
11111 

II 11 1 

III 11 
1111 1 
11111 

6. Develop the multiplication table of the twos or threes by laying 
the pegs as shown below. 

I 1 

II 11 
111111 

II 11 11 1 1— etc. 
Ill 

111111 

III 111 111 

111 111 111 11 1— etc. 

7. Lay solid rectangles by putting a given number of pegs in each 
rectangle. 

8. Make combinations by laying a rectangle of one number and 
another rectangle of the other number. 

9. Lay as many different objects as possible with a given number 
of pegs. With five pegs the following objects may be outlined. 
See Plate 4. 

10. For threes lay the pegs in triangles. 

11. For fours, fives and sixes lay squares, pentagons and hexagons. 



24 CONSTRUCTION WORK— FIRST GRADE 

Materials for September: 

All educative seat work tinted construction paper, etc., may be 
purchased from a first class kindergarten supply house.. 

No one teacher is expected to construct all the problems sug- 
gested for any one month. 

Order only the material for problems which are to be constructed. 
Cutting Sheets 50 — Vegetable cutting sheets. Plate 1. 

50 — ^Animals and birds cutting sheets. Plate 2. 
50 — Animals and birds cutting sheets. Plate 3. ■ 
Cutting Envelope — 1 pkg. 9xl2-inch tinted construction paper. 
Dissected Pictures — 1 pkg. of 9xl2-inch construction paper. 
Envelope for Dissected Pictures — 1 pkg. 6x9-inch tinted construction 

paper. 
Box for Shoe Pegs — 1 pkg. 9xl2-inch construction paper. Shoe Veg^^ 
— 3 boxes. 



OCTOBER 

Cutting 

Continue cutting from memory and imagination, relating this 
phase of the work to the English and story study. 

Cutting to Line 

Jack-o'-lanterns, cats, witches, bats, and other cuttings relating 
to Hallowe'en. 

Purpose : 

To teach the pupils that cutting is a mode of express"on, and 
that each cutting tells a story. 

To make cuttings for schoolroom decoration for the month of 
October. 

To develop the imagination. 

To train the hand, eye and brain to work in unison. 

Clay 

Use composition clay freely. Encourage pupils to work with 
one piece. Eor example : If the pupil wishes to model a horse, begin 
with a piece of clay large enough to make the whole animal, the 
head, legs and tail being drawn from the original piece. So often 
small pieces are taken from the large piece, rolled into cylinders, 
and stuck on to the body for legs. If the pupils are permitted to 
work in this way, it loads to bad habits which makes trouble in the 
upper grades when handles or feet are to be added to various pottery 
forms. 

Box for Picture Number Cards 
Purpose : 

To make number concrete. 

To provide a way for counting and associating the symbol with 
the number for which it stands. 

Material: 

One hundred 6-inch squares of construction paper. 
Library paste. 

Presentation : 

An informal talk should precede the construction of the box. 
The pupils have the cards before them. Should the box be large? 
Why ? Should it be very small ? Why ? Show, by using your hands, 
how long the box ought to be. How wide should it be? How deep? 

25 



26 CONSTRUCTION WORK— FIRST GRADE 

As this is only the second box the pupils have constructed, the 
teacher should review very carefully the number work developed 
in the construction of the first box, adding just a few new points. 

Pass to each pupil a 6-inch square. Call attention to the edges 
How many? Are the edges all the same length? How many corners 
has the square? 

Fold right and left edges together. What shape is the paper? 
(Oblong.) How many edges has it? 

Lead the pupils to see that the oblong has two long edges and 
two short edges. 

The edges of the square are equal in length. 

Unfold. How many oblongs in the square? Each oblong is what 
part of the square? Fold the right and left edges in to center 
crease. Unfold. Into how many parts is the i^aper now divided? It 
is just a little too early to develop fourths. 

Hold the paper so the creases run from right to left. 

Fold right and left edges together. How many rectangles are 
there on one side? Unfold. How many rectangles altogether? How 
many rectangles in one row? How many in two rows? Fold the 
right edge into center crease. How many squares may be seen ? 

Unfold. How many squares may now be seen ? 

How many squares- in one row? 

How many squares in two rows ? 

How many more squares in the right half than rectangles in 
the left half? 

How many squares in one row ? In two rows ? In three rows ? 
In four rows? 

To finish the box, cut away one row of four squares. How 
many squares are left? 

Proceed to finish the box as suggested for the box for shoe 
pegs in the outline for September, remembering to cut, freehand, from 
two edges of the square from which the box is to be constructed, 
narrow strips not more than one-quarter inch wide. The square 
used in the construction of the cover remains the full 6-inch square. 

Hektograph pictures in groups and the figures corresponding to 
the number of objects in the group beside it. These cards may be 
had in the market already prepared at a very small cost. Cut the 
sheet into separate cards, leaving the number attached to the group. 
See Fig. 16. 

In the first lesson, allow the pupils to match the one with one, 
two with two, etc. 

Cut apart, leaving tlie pictures on the one card and the figure 
on another. 

Lay on the desk, matching the figure with the group for which 
it stands. 



OCTOBER 



27 








8 



C3G!> 







10 



\m\ 



Fig. 16 Picture Number Card. 

The figures may be used by laying sticks or other counting ma- 
terial in groups containing the same number as those on the cards. 

Sticks may be laid to show a different combination in each 
group. 

Two combinations can be made for 4: 2 and 2; 3 and 1. 

Four combinations can be made for 8 : 7 and. 1 ; 6 and 2 ; 5 and 
3; 4 and 4. 

The Ruler as a Straight Edge 
Peg Board 
Purpose : 

To begin to use the ruler as a straight edge. 

To teach neatness. 
Material : 

One sheet of construction paper 7x5 inches. 
Tools : 

Ruler and pencil. 



28 



CONSTRUCTION WORK— FIRST GRADE 



FiGl7 
Presentation : 

Provide each child with a piece of drawing paper 7x5 inches. Place 
the ruler so one long edge coincides with one long edge of the paper, 
and draw a line along the opposite edge of the ruler. Remove the 
ruler and place one long edge so it coincides with the line just drawn, 
and draw along opposite edge. Continue in this way until the op- 
posite edge of paper is reached. (Fig. 17.) 

Turn the paper and place the ruler so one long edge coincides 
with one short edge of the paper, and draw a line along the op- 
posite edge of ruler. Remove ruler and place so one long edge 
coincides with line just drawn, and draw along opposite edge of 
ruler. Continue in this way until lower edge of paper is reached. 
(Fig. 18.) 

This divides the paper, 7x5 inches, into squares. It will be ob- 
served that nothing has been said about inches. 

A few questions like the following will aid the pupils in their 
counting : 

How many squares in the first row along the short edge? 

How many squares in two rows along the short edge ? 

How many squares in the first row along the long edge? 



FiGl8 



OCTOBER 



29 



How many squares in one long row and one short row? 
How many squares half way around the paper? 

Use of Board 

With the board and pegs on each child's desk, have the pupils 
place two yellow pegs in each square in the top row. 

Place three blue pegs in each square in the second row. 
Place four red pegs in each square in the third row. 
This may be varied in many different ways. 

Envelope for Peg Board 
Purpose: 

To hold the peg board. 

To teach order and system -in making a place for everything 
and by having everything in its place. 
To use the ruler as a straight edge. 

Material : 

9-inch X 12-inch tinted construction paper and paste. 

Tools : 

Scissors and ruler. 

In the construction of previous envelopes, no provision was made 
to make the paste flap a part of the original piece of paper. Extra 
strips were cut and pasted over edges. 

The new step in the present construction is the planning for 
the paste flap. Allow the pupils to suggest a way in which this 
might be done. 




TlGlS) 



30 



CONSTRUCTION WORK— FIRST GRADE 



Fig20 

To Construct the Envelope: 

Pass to each pupil a piece of 9xl2-incli construction paper. Place 
the ruler along one short edge of the paper, and draw a line as far 
from the edge as the ruler is wide. Fig. 19. Fold the opposite edge 
of the paper to the line just drawn. Fig. 20. 



"FiG^l 

Instead of closing the edges by pasting extra strips, as in the 
case of the cutting envelope, place the ruler so one long edge co- 
incides with one open edge of the envelope, and draw a line along 
the opposite edge of the ruler. Fig. 21. Cut along the line just drawn, 
being careful to cut only the top part of the envelope and the corner 
out of the flap, as shown in Fig. 22. The under side of the envelope 
now extends beyond the upper side. Fig. 22. Place the ruler along 
opposite edge of envelope, drawing and cutting. 




T\G.ZZ 



OCTOBER 



31 




Tia23 

Paste is applied to the flaps and creased over on to the upper 
side of envelope, as shown in Fig. 23. Cut away a small triangle from 
lower edge of the flap as shown in Fig. 23. This gives the envelope a 
neater appearance. 

Fig. 24 shows the completed envelope to which straight lines 
and circles have been added as decoration. 



• •m^ 


^^m • c^^H 


■^^••^^ 


^^m*m 


II 


^^••■■H 


^^••iB^ 


II 


II 


^■■••i^^ 


^^••^■1 


_!l 


• •^■1 


^^••l^H 


^■■■••■■H 


^■■•* 



N 



T\aZA 



Envelope for Matching Number Game 
Purpose : 

To review the construction of the envelope given in September. 
To provide an opportunity for the pupils to recognize the same 
number in other forms. 

To aid in the caring for seat work. 

Material : 

6x9-inch construction paper. 

Tools : 

Scissors and ruler. 

Presentation : 

Review the construction of the envelope made for the peg board 
and then pass to the pupils 6x9-inch pieces of construction paper, 
asking them to construct envelopes for the matching number cards. 



Figj 



The Game 

25 shows a matching number card, such as should be pro- 



vided for each pupil of the room. This gives to each pupil 60 small 



32 



CONSTRUCTION WORK— FIRST GRADE 



• 


• 
• 


• 
• 

• 


• 

• 
• 

• 


• 
• 
• 

• 

• 


• 
• 
• 

• 
• 
• 


• • 

• • 

• 
• 
• 


• • 

• • 

• • 

• • 


• • 
• 

• • 

• • 

• • 


• • 
• 

• • 

• • 
• 

• • 


/ 


/ 




/ 

/ 


1 


1 










One 


Two 


Three 


Four 


Five 


Six 


Seven 


Eight 


Nine 


Ten 


1 


2 


3 


4. 


5 


6 


7 


8 


9 


10 


I 


n 


m 


IV 


V 


VT 


vn 


VIII 


IX 


z 



Fig. 25 Number Matching Game. 



cards when cut apart. In order tkat the pupils may readily under- 
stand the game, it would be well for the teacher to make one large 
set, making each card about 4x8 inches. These large cards are passed, 
one to each pupil. 

A child stands before the class and shows his card. All chil- 
dren who have the same number in other forms come to the front and 
stand beside the first child and show their cards to the class. When 
the pupils understand the game, the small set which is provided for 
each child is cut and placed in the envelope. These may be used 
very profitably for a number of seat work periods. The game is 
played by each child with the small cards in the same way as the 
whole room played the game with the large cards. Find "one" in 
any form and place it at the top of the desk and then find "one" 
in every other form and place beside it. 



OCTOBER 



33 




riG26 



r.G2 7 



Cutting Book 
Purpose : 

To provide a place for best cuttings which have been kept up to 
this time in the cutting envelope. 

To give pupils an idea of the construction of a very elementary 
book. 

Material: 

9xl2-ineh manila drawing paper. 
Tinted construction paper. 
Eyelets. 
Macrame twine. 



Presentation : 

Much enthusiasm for the construction of the book has already 
been created by the teacher talking about the cuttings. The pupils 
have the desire to preserve the best cuttings. The real necessity for 
the book has already been created. 

It will be necessary for the teacher or several of the older pupils 
to punch the holes in the leaves and covers of the book. This is not 
so great a task, as all the leaves and covers for a book may be punched 
at one time. 

Place the eight leaves and the two colored pieces of tinted con- 
struction paper in a pile. Punch the pack at the center of the back 
along one short edge about one-half or three-quarters of an inch from 
the edge. About three and one-half inches above and below this 
liole punch others. 

The eyelets are placed in the tinted covers only. A combination 
eyelet punch and set will do the work. 

Cut the macrame twine into pieces twenty inches long. Allow 
each pupil to tie his own pages together. Pull the twine through 
the center hole first. Draw all but 2i or 3 inches through the hole. 



34 CONSTRUCTION WORK— FIRST GRADE 






ITig. 27A Cuttings Mounted in Boolv. 

See Fig. 26. If all the leaves cannot be held at one time, place the 
twine through a part at a time until all have been strung. 

Bring the twine from the under side up through the hole which 
is above the center. Then make a long stitch from the upper to the 
lower hole. Allow the end now to come up through the center. 
There are now two ends, one on each side of the long stitch. Fig. 
27. With these two ends, tie a hard knot over the long stitch. This 
completes the book, and it is ready to receive the cuttings. Fig. 
27A. The mounting will occupy several periods of construction 
work. 

Clay Box 
Purpose : 

To introduce an opportunity of meeting a new condition. 

To aid in keeping number concrete. 

To continue to use the work as a basis for oral language. 

Material : 

9-inch squares of construction paper. 

Pieces of manila paper cut to fit the bottom of the boxes, and 
the other the tops of the cover. 
Library paste. 

Tools : 

Ruler and scissors. 

Presentation : 

In the construction of previous boxes, it was not necessary to 
consider a double thickness for the bottom of the box and for the top 
of the cover. On account of the oily condition of the clay it is neces- 
sary to consider even more than a double thickness; so in addition. 



OCTOBER 



35 



an extra piece of paper (manila document) is placed between the 
two sheets forming the bottom of the box and top of cover. 

Talk over with the class in an informal way the new conditions 
to be met in the construction of the clay box. Should the box be 
larger than any of those already constructed ? Should it be stronger ? 
Why? Why is it necessary to have the bottom thicker than in the 
other boxes? 

To Construct the Box : 

From the 9xl2-inch pieces of construction paper, cut 9-inch 
squares. From two edges of the squares used for the box construction, 
cut a narrow strip, freehand, no more than a quarter of an inch wide. 
This makes the box, when finished, just a trifle smaller than the 
cover. 

Fold the square into sixteen small squares, emphasizing the num- 
ber in the process of folding. 

Cut squares from two corners, as shown in Fig. 28. Cut on 
continuous lines. 

To fold into box form, fold the edge "a — b" to meet "c — d" and 
crease well. This is done the same as in the previous exercises. 

Next fold "e — f," so it meets "g — h." In doing this, the rect- 
angle "i" is carried with it, and fits over the bottom of the box ''j." 



J 



V\G 28 



36 CONSTRUCTION WORK— FIRST GRADE 

The remainder of the box construction is the same as in previous 
box construction. 

With the paper cutter, cut small rectangles of manila document 
paper, and lay between the two parts of the bottom. Use paste to 
keep the various parts together. 

Construction of Cover: 

Fold the same as in construction of box, but do not cut narrow 
strips from the original square, as the cover should be a tr'fle larger 
to provide for easy removal. 

Place a rectangular piece of man'la document paper on top of 
cover, as suggested for the box. 

Lanterns 
Purpose : 

To decorate the schoolroom for Hallowe'en. 
To give freedom in the use of scissors. 
To give pupils choice in colors. 
To use the ruler as a straight edge. 

Material : 

6x9-inch tinted construction paper. 
Library paste. 

Presentation : 

The cutting to line and the imaginative cuttings are to be used 
in schoolroom decoration. To add to the decorative interest, the 
lanterns may be introduced, asking the pupils to suggest the size, 
color, construction, and where they may be hung. 

A simple lantern for decorative purposes may be constructed 
as follows : 

Place a 6x9-iuch piece of construction paper on the desk so that 
the long edges are parallel with the front edge of the desk. Place 
the ruler along each long edge, and draw lines as far from the edges 
as the ruler is wide. Fig. 29. A half-inch strip of cardboard may 
be used instead of the ruler. 

Fold the long edges together. Fig. 30. 

With the scissors, cut through the long edge along the dotted 
lines shown in Fig. 31, to the lead pencil line. The pupils are not to 
draw the dotted lines to guide them, but to cut freehand, judging 
the distance. These strips are about one-quarter inch wide. Cut 
away the last strip as shown in Fig'. 31. 

Unfold the paper (see Fig. 32). Put paste on the extended bands, 
and paste top and bottom in to circle. Fig. 33. With a string or 



OCTOBER 



37 






TT 



Flo J 1 




Tic 32) 

paper handle, these lanterns of various colors make very pretty decora- 
tions for a primary room. 

By this time a quantity of small pieces of paper has accumulated. 

Pass pieces of various sizes and colors to pupils as they finish 
the regular problem, asking- them to construct other problems without 
direction. 

Alphabet Book 
Purpose : 

To familiarize the child with the alphabet. 

To plan for systematic cutting and pasting. 

Material : 

9xl2-inch manila drawing pai^er. 

Tinted construction paper. 

Carpet warp, macrame twine, candle wieking or jute for tying. 

Coarse darning needles (may be borrowed from some other grade). 

Sheets of small and capital alphabet. Fig. 34B. 

Alphabet cutting sheets, Figs. 34 and 34A. 

Presentation : 

Before beginning the construction of any problem w."th the class, 
the teacher should have a finished exercise that she did. She thus 
becomes familiar with any little difficulty that might arise with the 
child. It also makes her more appreciative of the child's efforts. 
With a finished book to show the pupils, the construction may begin. 



38 



CONSTRUCTION WORK— FIRST GRADE 




Pig. 34 Alphabet Cutting Slieet. 



Construction of Book: 

Fold each sheet of drawing paper into halves by bringing the 
short edges together. 

Place one sheet within the other, the tinted sheet on the outside 
of all. 

With the darning needle, make a hole on the crease down the 
center, about two inches from the top, and another about two inches 
from the bottom. 



OCTOBER 



39 




Fig. 34A Alphabet Cutting Sheet. 



With the needle threaded, bring it from the outside through the 
hole at the top and then from the inside through the hole near the 
bottom. With the two ends on the outside, tie a hard knot and then 
a bow knot. 



How to Use the Book: 

Each pupil is provided with the alphabet in both small and 
capital letters, Fig. 34B. 

Cut on the dividing lines. On a page of the book paste a small 



40 



CONSTRUCTION WORK— FIRST GRADE 



A 


a 


B 


b 


C 


c 


D 


d 


E 


e 


F 


f 


G 


i 


H 


h 


I 


• 

1 


J 


t 

J 


K 


k 


L 


1 


M 


m 


N 


n 





o 


P 


P 


Q 


q 


R 


r 


S 


s 


T 


t 


U 


u 


V 


V 


W 


w 


X 


X 


Y 


y 


Z 


z 







Fig. 34B Alphabet Sheets. 



OCTOBER 



41 



"s" and a capital "S," one in the upper right hand corner and the 
other in the upper left hand corner. Leave a suitable margin. 

From the kraft writing paper, cut or tear something that begins 
with "S." 

On the next page place the letter "T," cutting something that 
begins with "T," and paste. In this way take each, letter of the 
alphabet. Fig. 34C. 

If the teacher so desires she may use the alphabet as shown in 
Fig. 34D. In this case the pupil folds and cuts his own alphabet. 

It will take some t'me to complete the problem, but there is some 
satisfaction in the finished product, because each child's efforts 
have been placed in permanent form. 



s 




t 




Fig. 34C Alphabet and Cuttings Mounted in Book. 



Material for October : 

Number Box — 1 pkg. 6x9-inch tinted construction paper. 

i pint jar of paste. 

1 set of rulers, marked off in inches only. 
Peg Board — 1 pkg. 6x9-inch tinted construction paper. 
Envelope for Peg Board — 1 pkg. 9xl2-inch tinted construction paper. 



42 



CONSTRUCTION WORK— FIRST GRADE 






„[_J__j 



I 

I 



— f — I — i — 



— — ~ — • — I 

^ \ A 




' I" 'l 




I 1 1 
' 1 1 




1 1 
1 1 


yy\ 


1 1 1 
— 1 1 1 



1" " I ~ " 




h-^-l-+ 



' i ' ' ' 
. I I- 1- I i 

. _ V ! i 



: ! ^ 


\ 


' — i__i — 




1 ( 

1 1 J 


1 

— 1 
— 1 




— 1 — 




: 1 


.__ 


1 

1 




V 




^: 


"i — ' 


/ 


?->, 


1 


.___ 


1 

1 1 

._ 1.. 1 








"v^ 


- 1 — 1 — |. 
1 1 I 


V--h-^ 


V^H 


1— ^ 


1 1 


<C _|^ 


^-1 — 


,<r _j _ . 


-1 t 1 


— 






J. 



J — i^J 



Fig. 34D Freehand Alphabet. 



OCTOBER 43 

Matching Number Game — 1 pkg. of numbered sheets. 
Envelope for Matching Number Game — 1 pkg. 6x9-inch tinted con- 
struction paper. 
Cutting Book— 3 pkgs. Manila drawing paper. 

1 box eyelets. 

1 ball macrame cord. 

1 pkg. tinted construction paper. 
Clay Box — 1 pkg. 9xl2-inch tinted construction paper. 
Lanterns — 1 pkg. 6x9-ineh tinted construction paper. 
Alphabet — 4 pkgs. 9xl2-inch manila drawing paper. 

1 pkg. 9xl2-inch tinted construction paper. 

50 alphabet cutting sheets. Fig. 34. 

50 alphabet cutting sheets. Fig. 34A. 

50 alphabet sheets on kraft paper. Fig. 34B. 



NOVEMBER 

The work for this n.o.ith naturally centers around the h'story 
of the first English settlers. In a general way, their wanderings and 
the reasons for the same are gone over in the first three or four grades. 
The work is rich in offering opportunities for the construction in all 
grades. It will not be necessary for any one of the first four grades to 
duplicate the work of another. 

Cuttings 

Continue cutting from memory and imagination : Puritan men 
and women, churches, houses, trees, turkeys, canoes, wigwams, boats 
windmills and Indians. 

Clay Modeling 

Model such forms as will aid in building a colonial scene — 
Puritan men and women, Indians, animals, etc. 

Puqjose : 

To emphasize the history connected with the early colonial times. 

To give the pupils an opportunity to use cutting and modeling 
as a mode of expression. 

The following make interesting group problems: Plymouth; 
the -Indian; England, and Holland and our own country as it ap- 
peared to early settlers. . 

For the first grade "B" class, a group problem made up of a 
combination of drawing and cutting of an Indian village affords ex- 
cellent opportunity for freehand cuttings. The teacher may place on 
the board or on a large sheet of paper a drawing of a forest along 
the shores of a lake. The pupils may cut and decorate the wigwams 
and canoes. These are pas^ed in appropriate places on the drawing. 
Cut Indians in action and in repose, and paste. Cut animals and 
birds. 

In the advanced first grade, Plymouth may be built on the .-^and 
table, using the folded houses suggested in the outline. Ordinary 
drawing paper, colored with blue crayon and placed under a piece of 
glass, makes a good representation for water. Sawdust soaked in a 
pail of green dye may be used for grass. If there is no opportunity 
for pupils to get twigs to be used for trees, paper trees may be cut 
as suggested in the outline. 

The folding and cutting combined with the modeling make it 
possible to build most interesting panoramas on the sand table. 

44 



NOVEMBER 



45 



Boat With Sails 

There w'll be no difficulty in interesting the pupils in the con- 
struction of anything pertaining to Thanksgiving. November is one 
of the richest months of the year for construction work. 




rie,35 



f ici57 



46 CONSTRUCTION WORK— FIRST GRADE 

Purpose : 

To make as real as possible the history of early colonial times. 

To make it possible for the pupils to continue the related number 
work. 

To give the pupils an opportunity to express themselves in good 
English, in telling about and answering questions pertaining to the 
construction of the problem at hand. 

Material : 

A 9-inch square of construction paper. 

Presentation : 

Present to the class the finished folding of the boat. Pass to each 
pupil a 9-inch square of manila drawing paper. 

Fold the diagonals of the square as shown in Fig. 35. 

Fold each corner to the center where the diagonals cross. 

When the four corners are folded to center, we have Fig. 36. 

Eeverse the paper so that the closed side is next to you. Fold 
three corners to the center. Reverse the paper again, holding it so 
that the unfolded corner points up. Fig. 37. Unfold the lower cor- 
ner, letting it point downward. Fig. 38. 

You will see four corners meeting in the center of the paper. 
Take hold of the lower two of these corners. Pull them forward and 
sideward until the corner of the paper which pointed down is drawn 
up to the center. The lower part of the folding will now assume a 
boat shape. 

Crease along the right and left edges. There are still two corners 
left at the center of the paper. Fold each of these corners outward, 
making a crease which runs from the edge of the boat to the upper 
corner of the paper. The triangles thus formed make the sails. 

Fig. 39 shows finished boat. 

Color the hull of the boat, leaving the sails the original color of 
the paper. 

By this time a considerable amount of small pieces of paper has 
accumulated from various exercises. Pass to each child smaller 
squares, allowing them to construct other boats without assistance. 

Log House 

The houses constructed by the pupils may be grouped, making an 
interesting colonial village. 

Purpose : 

To add to the interest of colonial history. 

To offer opportunity to continue laying the foundation for formal 
work through the development of constructive number. 



NOVEMBER 



47 



1 


S 


3 


A 


5 




, 


Pj 




f ia40 



a 



ID 



r\c3.AE 



Fig 41 






1 



T\a4-3 




riG44 



Material : 

One 9-incli square of construction paper. 
One sheet of number paper, 6x9 inches. 

Presentation : 

The pupils have already been told about the felling of trees and 
the handling of logs in the construction of the first houses. Their 
interest in the subject makes it possible to construct the little play 
house which has the appearance of a log house. 

Let the pupils understand that the plan is to build up a village 
of log houses, and that each house constructed is to be placed some- 
where in the village. 

Fig. 40 shows the folding of a 9-inch square for a house. Do 
not fail to review all previous number work, developing as many new 
combinations as is good for the pupils. Cut on continuous lines. Lay 
square 2 of both front and back rows so it covers square 3, and paste. 

Fold squares 1 and 4 so that the cut edges overlap horizontally. 
Fig. 41. 

Ask pupils to suggest ways of making logs. 



48 



CONSTRVCTiON WORK— FIRST GRADE 



A good way to make logs is to take a strip of number paper a 
little longer than the house and about two inches wide. Koll this 
strip lengthwise around a lead pencil. Paste is applied to the strip 
of paper before removing the pencil. 

The number pai)er is used instead of the manila drawing paper, 
because it is easily pasted. The drawing paper is stiff and refuses 
to stay when rolled around the pencil and pasted. 

To give the appearance of a log the strips of paper may be colored 
with crayon or water color before rolling and pasting. 

These tubes (Fig. 42) are now pasted to the sides and the ends 
of the house as shown in Fig. 44. 

Strips of paper one inch wide and as long as the roof, may be 
slashed into fringe-like ends (Fig. 43) and pasted on to the roof, one 
over the other, giving the effect of a thatched roof (Fig. 44). Color 
the strips before slashing. 

Cradle 

This is a very sinrple construction, but of great interest to the 
pupils. 

Purpose : 

To give the children an idea of the crude cradle constructed in 
the early colonial days. 

To give opportunity to use good English in telling about the 
construction of the cradle. 



1 1 
' 1 1 
1 1 I 

' ' 1 


1 1 ! 

1 ' 1 


1 1 1 

1 1 

1 1 1 


1 

1 1 1 

..1 1 1 




riG.46 



7iG45 




FiQ46 



T\gA7 



NOVEMBER 49 

Material : 

A 9-inch square of construction paper. 

Presentation: 

Every first-grade teacher knows the joy that comes to a child 
of the first grade when given an opportunity to construct anything 
relating to play. Fig. 45 shows folding for cradle. 

Cut on continuous lines. Fold and paste as shown in Figs. 46 
and 47. Use the row of squares cut away to make rockers for cradle. 

Fold squares cut away as shown in Fig. 48 and cut as indicated 
by curved line. Paste rockers to ends of box part of cradle as shown 
in Fig. 47. 

Eeview the number work in the construction of the cradle, call- 
ing attention to halves and quarters. 

After one row of squares has been cut away, a short exercise 
might be given in combining or counting by threes. 

Construction of Church 

The church is to be used in the Thanksgiving work and in the 
little village built up on the sand table. 

It is made of the pyramid, the square prism and the house, as 
shown in Figs. 41, 49 and 50. 

Purpose : 

To emphasize the Thanksgiving work, and to familiarize the 
pup-ls with the square prism and the square pyramid. 

To begin to lay the foundation for the furniture for the doll 
house. 

Material for Square Prism: 

One 8-inch square of manila drawing, or tinted constructior# 
paper. 

Presentation : 

To make the square prism, fold the square into sixteen small 
squares. Cut away one row of squares and along other continuous 
lines, as shown in Fig. 45. Fold squares at ends and paste. 

Fold, cut and paste another square in the same manner, and fit 
one box within the other. 
Material for Square Pyramid: 

An 8-inch square of manila drawing, or tinted construction paper. 

Presentation : 

Fold paper into sixteen small squares. Cut along continuous 
lines, as indicated in Fig. 49, and fold on dotted lines. When all 



50 



CONSTRUCTION WORK— FIRST GRADE 



-\-l-:..~- 



—f— 



^- 






riG,49 





riG 50 



riG 51 

folding is completed, hold two opposite corners in an upright posi- 
tion, letting the other two fit around the outside as shown in Fig. 50. 
By grouping the house, the pyramid, and square pr"sm, we have 
-the church. Fig. 51. 

The Church— (Main Building) 
Material : 

One 9-inch square of manila, or tinted construction paper. 

Presentation : 

Pass paper to pupils, asking them to construct a house the same 
as in the log house. 

Trees 

To cut interesting trees to aid in making the sand table com- 
plete, take a piece of number naper or tinted construction paper. Fig. 
52, and fold into thirds. Do this by folding 1 over 2, and then both 
over on 3. Fig. 53. Fold (Fig. 53) again, making it one-half as 
wide. (Fig. 54.) 



NOVEMBER 



51 




riG52 



riG.55 





Fia,54 Fie 55 



FiQ D6 



From the open side of Fig. 54, cut as shown in Fig. 55, and 
unfold. There are three trees. Crease the middle tree just the 
opposite to what it is now creased, and let the three trees come to- 
gether so as to make one tree with a standard. Fig. 56. 

By applying paste, the three parts and standard may be pasted 
together in sueh a way that it makes a very substantial tree and 
standard. Color with crayons or water color or use tinted construction 
paper if so desired. 

Box for Vocabulary Cards 

This box is constructed the same as former boxes. 
Purpose : 

To provide a place for the vocabulary cards. 
To continue the incidental number work. 

Material : 

Two 9-inch squares of manila, or tinted construction paper. 

Presentation : 

In the construction of a box and a cover from the same size 
square, a little difficulty is experienced in removing the cover of the 



52 



CONSTRUCTION WORK— FIRST GRADE 



box. For this reason, permit the pupils to cut a strip about J inch 
wide, freehand, from two edges of the square which is to be used 
for the bos. Cutting from two edges continues to keep the paper 
square. 

How to Use Vocabulary Cards 

The cards may be obtained from a supply house. There are forty 
cards in a set. Each card has on it a picture illustrating some noun 
found in the primer. Fig. 57. 

Cut the sheet into separate cards, leaving at first the written word 
and the printed word attached. This is done so that the child may 
associate the correct word with the picture. 

On a separate sheet (Fig. 57A), may be found in both script 
and print the words on the cards. Cut these words apart and match 
them with the ones attached to the pictures, the print with the 
print, and the script with the scr'p*. Later, cut away the words 




y^-yt-tx^^yi^ 



rat 



robin 




/ixo-c-t-o-T^ 



bird 



goose 




farmer 




-f-<xAyvy\lA^ 



frog 






A^aX 



-V^tA^ 



yuo-v-CCui. 



/t^ 



P'g 



hen 



chick 




■f^ 






■Aj^y^x, 



(>qX 



cJj.<Ja 



Fig. 57 Vocabulary Cards. 



NOVEMBER 



53 



jack-o-lantern 


umbrella 


turkey 


soldier 


boat 


swing 


box 


book 


girl 


bee 


'uaxJi/.irla/rXiA/T\ 


UAmAruMoj 


iuu/iAt^ 


mIJamj 


'irrodj 


MAA/rul 


■vrv 


■umv 


r^ 


4<jb 


Santa Claus 


squirrel 


cradle 


father 


acorns 


cow 


hay 


ball 


bird 


kite 


(SoMtiuCiaMM 


MnuAAii/ 


CAoJisU 


pvbfjiv 


cuun^nA,- 


tour 


M^ 


itJl 


-ouuL 


hJjb 


grandmother 


mother 


apples 


bunny 


drum 


sheep 


chick 


boy 


frog 


tree 


on^iyyuL^imjf^tAji/i/ 


oyufCkjA/ 


/^A^djUy 


■fk/un/rju 


OAu/rYh 


MO/fvdvuJt 


SvU' 


^7 


iA^LU 


Mr. Postman 


dandelion 


flower 


farmer 


barn 


fence 


horse 


hen 


owl 


nest 


7ibuO(>€trtvay>r/ 


cLf/>vcLtM.tw 


jfruM'i, 


-^OA^nuA 


■muiynJ 


■jx/Mjbnnw 


■ru/ru 


-(ruAy 


nnjUt 



Fig. 57A Words for Vocabulary Cards. 

attached to tlio pictures. Have the pupils lay the pictures on their 
desks and then find the word, both script and print, that belong to 
the picture. . i il ! j-j 

The hektograph may be used in preparing this material. 

Number Game 

The construction of this game is based on the cube. 

Material : 

Two 9-inch squares of manila drawing paper or tinted construc- 
tion paper. 

One set of six figures, the sum of any two not to exceed 10. 

Purpose : 

To provide an interesting way of introducing number combina- 
tions through the ga^e. 

To continue simple construction. 

To continue to lay the foundation for formal number through 
constructive number. 

To begin to familiarize the pupils with the simple geometric 
forms, beginning with the cube. 

Presentation : 

There- is rarely a child who does not enjoy making things. Tell 
the pupils about the game, and something of the way it is played. 
Show them a finished cube with figures pasted on each of the six 
surfaces. 

Construct the cubes of the two 9-inch squares in the following 
way: 



54 



CONSTRUCTION WORK— FIRST GRADE 



\ 1 















riQ.53 



Fig 56 



Fig. 68 shows the folding of one of the 9-inch squares. Cut 
along continuous lines. Fold on dotted lines and paste into box 
form. Repeat the same for the second square. Force one box within 
the other. Tliis makes a very substantial cube, on the surfaces of 
v.'hich the figures may be pasted. Fig. 59. 

The figures may be cut from large out-of-date calendars. They 
may be printed with the rubber figures which come in a box with 
rubber type, or a sheet ot large figures may be hektographed and a 
sheet passed to each pupil. 

There may be found in the market large figures printed for this 
purpose at a very small expense. 

The Game 

The class is divided into sides. Two pupils, one from each side, 
come before the class, and when the signal is given, they throw the 
cubes. The one who can give the sum of the two figures used on 
the cube scores a point for his side. 

At first the sum of any two figures used on the cube should not 
exceed ten. 

The score is kept on the blackboard by the teacher. The game is 
won by the side making the highest score. 

Envelope for Vowel Families 

Fig. 60 shows a group of vowel families. There are two sets. 

Cut on all continuous lines. This leaves a number of long, nar- 
row strips with dotted horizontal lines crossing them. These dotted 
lines indicate the number of words in each family. 

Place all the strips in a row on the top of the desk. As each 
word is picked up, place it on the strip under the name of the family 
to which it belongs. 



NOVEMBER 



55 



et 


en 


ag 


an 


at 


bet 


Ben 


bag 


can 


bat 


let 


den 


tag 


fan 


cat 


met 


hen 


gag 


man 


fat 


net 


men 


nag 


pan 


hat 












pet 


ten 


tag 


ran 


mat 












wet 


when 


wag 


tan 


pat 















get 


then 


lag 


Dan 


rat 


jet 


wren 


rag 


than 


sat 







set 


pen 


sag 


ran 


that 



Fig. 60 Vowel Families. 

Do not allow the pupils to find all the words belonging to a cer- 
tain family before beginning another. When this plan is pursued, 
too much time is spent in looking for certain words. 

From the experience gained in previous envelope-making, have 
the pupils construct from material furnished, an envelope into which 
the various parts of the game may be placed. 



Materials for November: 

Sail-boat — 1 pkg. 9xl2-inch construction paper. 
House — 1 pkg. 9xl2-inch construction paper. 

1 pkg. 6x9-inch light weight number paper. 
Cradle — 1 pkg. 9xl2-inch tinted construction paper. 
Church — 2 pkgs. tinted construction paper. 
Trees — 1 pkg. 6x9-inch tinted construction paper for small trees. 

1 pkg. 9xl2-inch tinted construction paper for large trees. 
Box for Vocabulary Cards — 1 pkg. 9xl2-inch tinted construction 

paper. 
Vocabulary Cards — 50 sheets. Fig. 57. 
Vocabulary Cards — 50 sheets. Fig. 57A. 
Number Game — Figs. 1 to 5, 50 sheets of each. 

1 pkg. 9xl2-inch tinted construction, paper. 
Envelope for Vowel Families — 1 pkg 6x9-inch construction paper. 
Vowel Families — 50 sheets. Fig 60. 



DECEMBER 

During the last three months the work done along construction 
lines has been largely related to schoolroom administration and 
academic work. 

Some time during the year every chijd should make something to 
go into the home. December is the most appropriate time to con- 
sider home problems. The problems chosen should be practical and 
of such a nature that the mother or father may make use of whatever 
they may be. 

The following suggestions will aid the teacher in selecting suit 
able gifts for the children to make. 

The spirit of helping and giving, rather than receiving, should 
be fostered. The value of the work, rather than the material, should 
be emphasized. 

Cutting and Tearing 

Appropriate to the month — fir trees, fireplace, stockings, sleds, 
chimney, etc. Make cuttings to show what they wish to make for 
different members of the family and their j)laymates. 

Make an appropriate Christmas poster, following the suggestion 
given for the Thanksgiving poster. 

Clay Modeling 

Suggestions given for cutting and tearing may be used in three 
dimensions in the clay. 

Discourage the sticking on of pieces. 

Work in the round, drawing the several parts from the original 
piece of clay. 

Christmas Tree Decorations 
Purpose : 

To make children happy in doing a service for others. 
To acquire, incidentally, skill in handling materials, number anc 
construction. 

Popcorn Basket 

Fig. 61 shows a popcorn basket, the folding of which is the same 
as that for the pyramid used in the November outline. 

The inner creases of the folding form a square with a point 
on each edge resembling a four-pointed star. Between each pair of 
points there are two triangles. Fold these triangles one over the other 
until short edges reach the creases which outline the points. Paste 
and add handle. 

56 



DECEMBER 




1 


1- J 


' 1 I 
1 1 
' 1 
1 ' 

1 1 1 
^ ^ 1 

1 1 1 
1 1 1 



Tig 6 1 



Fig 62 



Three-Sided Basket With Point on E^ach Side 

To make the basket sliowii in Fig. 63 fold a 4, 6, or 8-inch square 
of tinted construction paper into sixteen small squares, as shown in 
Fig. 62. 

Fold points 1, 2, 3 and 4 to center and crease well. This forms 
four triangles. Cut away triangle 2, and along one side of the 
triangle formed by cutting away 2. 

Slip this free-edged triangle under the one next to it, and paste. 
This forms the triangular basket with a point on each side, as shown 
in Fig. 63. 

Three-Sided Basket With Two Points on Each Side 

To make Fig. 64, fold square as shown in Fig. 62. Cut and 
paste as shown in Fig. 63. Cut away the square from each triangle 
that hangs over sides. This forms the two points as shown in Fig. 
64 in place of one shown in Fig. 63. 




Tia 64 



58 



CONSTRUCTION WORK— FIRST GRADE 





fiQ65 



Fia 66 



Lanterns 

Lanterns of various colors and sizes, such as were made in 
October, make very interesting Christmas tree decorations. 

Wall Pocket 

This is a gift for the home. Fig. 65. Fold diagonals of a 9- 
inch square. Fold three corners of square to center. With a paper 
punch make holes as shown in Fig. 65. With candle wieking, narrow 
ribbon, raffia, carpet warp or jute, lace the basket as shown in Fig. 65. 

Fold diagonals of 9 inches square. 

Fold the corners of the square to the center. Unfold one corner 
and cut along crease. Unfold the next corner and cut along the 
crease. Punch the edges of the other two and lace, as shown in 
Fig. 66. 

Picture Frame 

Fold a 9-inch square as suggested for pocket shown in Fig. 66. 
After folding the corners to the center turn the form over, plain side 
up. Fold each corner to the center. Turn the form over. Fold each 
corner at the center back, so that they lie on the corners of the square, 
Fig. 67. Add a small Christmas picture or a calendar pad. 

Cake Basket for Christmas Tree 

Fold picture frame. Fig. 67. 

Turn the form over. Here we have four corners which meet at 
the center. Fold each corner back to the middle of the edges opposite. 
Fig. 68. Turn the form over. Add a handle by inserting the ends 
into two opposite corner pockets and paste. Fig. 69. 



DECEMBER 



59 




riQ 70 



riQTi 



Christmas Tree Ornament 

Fold a 6-ineli square into a picture frame without turning back 
the corners at the center. 

There are now four corners at center. Slip the little finger 
deep into one pocket, the third finger into the next, the first finger 
into the next, and the thumb into the last. 



60 



CONSTRUCTION WORK— FIRST GRADE 



In doing this it will be found that the corners have a tendency to 
bend downward. Fold them down by bringing the fingers together 
until- the four corners come together at one point. Upon removing 
the fingers the comers will naturally spread a little, and the orna- 
ment will stand on four points. Add a handle with which the orna- 
ment may be hung. (Fig. 70). 

Book Mark 

Fold a rectangular piece of tinted construction paper 4x2 inches 
as follows : 

Bring one short edge over until it meets or coincides with half 
of the front edge. Bring the other short edge over until it coincides 




ViG 75 



DECEMBER 



61 



with the other half of the front edge. Punch edges and lace as 
shown in Fig. 71. 

Hair Receiver 

Fold one diagonal of a 9-inch square of tinted construction paper. 
Place the squares so that the diagonal fold is vertical. This brings 
one point of the square directly to the front. Fig. 72. Fold two 
edges, one at each side of the diagonal, in to meet the diagonal. This 
gives a kite form (Fig. 73). Unfold and we have Fig. 74. Bring 1 
and 2 to the back, allowing one to overlap the other. Turn the point 
at the top downward to the outside. (Fig. 75.) 

A woven square of contrasting colors or tints of the same color 
folds into a very interesting hair receiver. In this case the point at 
the top is folded to the inside of receiver. 

Candy Box 

Of two 9-inch squares of green paper, fold box and cover as di- 
rected in previous months. To close the box use red strips of paper 
\ inch wide. 

Closed Candy Box 

Hold paper by two opposite corners. Fold right and left cor- 
ners together; upper and lower. Unfold. 

Fold each of the four corners to the center. Unfold. 

Fold upper corner to middle of first crease. Unfold. 

Fold upper corner to middle of lowest crease. Unfold. 

Fold right, left, and lower corners in the same manner. 

Find upper comer. Find second triangle from upper corner on 
right side (a). Cut it away. Find third triangle (b). Cut it away. 
Cut away corresponding triangles (c, d) on the left side. 

Beginning at the lower corner, repeat above. Fig. 76. 




FiqTZ 



62 CONSTRUCTION WORK— FIRST GRADE 

Find two triangles at upper corner (e, f). Find lower edge of 
right-hand triangle (f). With scissors make hole in middle of this 
edge; in middle of lower edge of left-hand triangle (e). 

Cut from one hole to the other. 

Find two triangles at the lower corner. 

Find the upper edge of the right triangle (h). 

Make a hole in the middle of the upper edge. 

Cut from the right end of the upper edge to the hole. Fold the 
corner thus made to the left end of the upper edge of the right 
triangle. 

Cut and fold left triangle (g) to correspond. 

Make the right corner of the entire square correspond with the 
upper corner. Make the left correspond with the lower corner. 

Pass the lower corner through the slit in the upper corner and 
unfold. 

Pass the left corner through the slit in the right corner and 
unfold. Fig. 77. 

Shaving Pad 

This makes a very practical gift for the father. It consists of 
25 4-inch squares of tissue paper punched in two upper corners. A 
4-inch square of tinted construction paper is placed at the top and 
bottom. All are tied at the corners with a piece of macrame twine, 
which serves as a hanger and keeps the sheets together. 

Christmas decorations may be added to the inside cover. 

Calendars 

A great variety of interesting calendars may be made by bring- 
ing different sizes of rectangular pieces of tinted construction paper 
together, in such a way that the edges of one color extend just be- 
yond the edge of the one above. These may be tints of the same 
color, or they may be of harmonious contrasting colors. This makes 
a mount on which may be placed an appropriate picture or a cutting, 
as shown in Figs. 78 and 79. 

Figure 78 is made of holly green and red construction paper. 
Any other colors may be chosen. The larger rectangle is of red. The 
smaller of green. The freehand cutting of the pine tree is of green. 

This cutting is placed on a piece of red. The red is then cut, 
following the outline of the green, only that the red is cut so that it 
extends about J inch beyond the green. In placing the calendar, cut 
a rectangular piece of red large enough to extend about i inch be- 
yond the calendar. For the first grade pupils the parts should be cut 
by the teacher, the pupils to assemble the parts. 



DECEMBER 



63 





Tig. 76 



ric3 79 




riG. ao 



Envelope for Calendar 

Make a simple folding for the envelope. It will not be neces- 
sary to close the sides. Fig. 80 shows a simple folding. A Christmas 
sticker or two adds greatly to its decoration. 



64 



CONSTRUCTION WORK— FIRST GRADE 



Darning Cotton Case 

This makes an interesting gift for the mother. It consists of 
three thread winders, a needle, one spool of darning cotton, and a box 
to hold them. To construct the thread winders, proceed as follows : 

First, fold pattern for thread winder. Pass to each child a 3- 
inch square of paper. Fold into sixteen small squares. Place the 
folded square on the desk, as shown in Fig. 81. Fold the corner (a) 
so it meets the corner (b). In this way fold each outside corner of 
the square so it meets the corner of the square opposite. When this is 
done, we have Fig. '82. Cut away the triangles as indicated by the 
continuous lines. 

This pattern may now be placed on squares of bogus bristol board 
and traced. Make three. 

In purchasing cotton for the room, get black, white and brown. 

Each pupil averages one spool, using one-third of a spool on each 
winder. 

Such an arrangement makes it possible for each child to have 
one-third of a spool of each color. 

To Wind the Cotton : 

Let each child have a spool of cotton regardless of color. Wind 
the cotton six times around each point of the winder and six times 
each way across the center. See Fig. 83. Repeat this five times and 
one-third of a spool of cotton is used. Have the pupils exchange 
colors and with a second thread winder proceed to wind as in the 
first. In this way each child gets a spool of cotton, but in three colors. 

To Make the Box: 

Pass to each child two 7l-inch squares of construction paper. 
Instead of folding in the construction of this box, have the pupils use 
the ruler as a straight edge. Place the ruler along one outside edge 
and draw a line as far from the edge as the ruler is wide. Move the 
ruler so one edge of it coincides with the line just drawn. 




T\g6\ 



— -f --Y 4- 

Nl — 4 'y. 




Fiq62 



Fi Q. 6(3 



DECEMBER 



65 



(The ruler should not be more than one inch wide.) 

Eepeat this for the remaining three sides. (Fig. 84.) The 
sides of the box are to be double. Crease on the inside lines and cut 
as indicated by continuous line. Proceed to finish the box as sug- 
gested in former lessons. 

Before ruling for the box, cut away a strip of about | inch from 
two of the sides. This difference will make it possible to easily re- 
move the cover. 

Add a fine darning needle and the gift is completed. 

Another Interesting Basket 

Fold and cut a 5, 6, 7, 8 or 9-inch square the same as when 
making the pattern for thread winder. Fold and tie the points up- 
ward. Turn the triangles at the top outward. (Fig. 85.) 

Story Book 
Purpose : 

To review the vocabulary of the primer. 

To interest the pupils in the construction of a story book. 

To review simple book construction. 

To give the pupils exercise in arrangement. 

Material : 

Five sheets of manila drawing, unruled language or tinted con- 
struction paper, 9x12 inches. 

One sheet of a dark color construction paper for cover. 
One sheet of eighteen short stories. Fig. 85A. 
One sheet of eighteen pictures. Fig. 85B. 



4. 




1 

1 
1 
1_ 






1 

1 
















ric3a5 



riQ(54 



66 



CONSTRUCTION WORK— FIRST GRADE 



Carpet warp, macrame cord, jute or candle wicking with which to 
tie the sheets together. 

Presentation : 

This problem makes a most interesting exercise. The teacher will 
first construct the book and then arrange and paste the pictures and 
short stories. This will go toward enthusing the children to make 



I am a big girL 
1 have a kitty. 
Kitty and I play. 
My kitty can mn. 
Can yon run? 

This is our baby. 

May is a big girl. 

Baby is not a big girl. 

Can baby play? 

Baby can play with kitty. 

Baby can play with Spot. 

This is my pony. 
He is not big. 
He can run and jump. 
Can you run and jamp? 
Baby likes my pony. 
My name is Ned. 

Good morning chicK. 
I will feed you. 
Do you like corn? 
I will get some for you. 
Corn is good for chicks. 
May will feed you. 

I am a big dog 
My name is Spot. 
Spot can play. 
The baby likes Spot. 
Spot likes the kitty. 
Kitty plays with Spot. 

1 am a big ball. 
Spot can play with me. 
Kitty can play with me. 
The kitty likes the ball. 
The dog likes the ball. 
May can play with me. 



This is a pretty-nest. 
A bird made it. 
The nest is in a taU tree. 
It is not an apple tree. 
This is not an owl's nest. 
The nest is made of hay. 

Have you a^ swing? 
Do you like to swing? 
I can swing. 
Where is your doll? 
I like to swing the doll. 
The doll likes to swing. 

This is a pretty bird. 
Her nest is in a tree. 
The bird can fly high. > 
This is a small bird. 
The turkey is a big binL 
Some birds eat corn. 

The turkey is a big bird. 
He can fly up into a tree. 
May feeds the turkey com. 
He likes to eat com. 
He sleeps in a tree. 

This is a pretty flower. 
Flowers grow in the garden. 
Bob has a pretty flower bed. 
Some flowers grow from scedB. 
Do you like the flowers? 
Do you have a flower bed? 

The tree is green and pretty. 

It is not a Christmas tree. 

It is an apple tree. 

The apple tree is not talL 

Tom likes a tall tree. 

Tall trees grow irt the woods. 

Pig. 85A Printed Sentences. 



Pons B. S. W. IM 



Little Boy Blue saw the sheep. 
He did not take care of the sheop 
He went to sleep under a hay stacfc 
He did not take care of the cows. 
The cows got into the meadow. 

This is a happy little bee. 
It likes the honey in the flowers. 
Honey is good for boys and girls. 
Bees make sweet honey. 
Bees Hve in a hive. 
The hive is their home. 

I am a farmer. 
I plant com for the chick. 
The farmer plants com for yon. 
Pumpkins grow on the farm. 
ToiB lives on the farm. 

This is Tom's grandfather. 

He is a farmer. 

He gave Tom a pretty book. 

Grandfather has a brg dog. 

His name is Spot. 

The dog does not like the cat. 

This is the little red hen. 
She sat on her eggs. 
Her nest was in the hay. 
How do yon like' her chicks. 
May feeds the chicks. 
T^m likes the little chickens. 

Winter has come. 

How do yon like the snow? 

How white it is. 

The boys make snow balls. 

Tom and Ned make big ones. 



DECEMBER 



67 



their books as well as the one made by the teacher. It will take some 
time to complete the book, as there are a number of pictures, Fig. 
85B, and a story for each, Fig. 85 A. Place one picture and a story 
on a page. Fig. 85C. 

Cut the several sentences into separate sentences, or if drill is 
needed in the arrangement of words, cut each sentence into words, 
permitting the children to again group the words into sentences. 

Do not hurry the work. 

If necessary, let this problem carry over for the month of 
January. 




Fig. S5B Pictures for Printed Sentences. 



68 



CONSTRUCTION WORK— FIRST GRADE 



To Make the Book: 

Fold each 9xl2-incli piece of paper into halves by bringing the 
short edges together. 

Place one within the other, putting the construction paper for 
cover on the outside. 

With a coarse darning needle force two holes in the crease down 
the center, one two inches from the top of the book and the other 
two inches from the bottom of the book. With the needle threaded 
with a piece of twine, bring it through the hole at the bottom from 
the outside, leaving an end of about six inches. Bring the needle 
through the hole near the top to the outside. With the two ends at 
the outside, tie a hard knot and then a bow knot. Fig. 85C shows 
the finished work. 

It will be observed that more pictures are shown in plate 85B 
than there are stories. All pictures not provided with a story are 
placed one at the top of each page of the book. Stories may be hek- 
tographed in script and arranged beneath the pictures. Such a plan 
gives the pupil the chance to arrange script as well as print. 




This is my iwnj-. 

M,v nanif is NmI. 

!ta(i,V lilif> luy ]t(iny. 

Ilciaiiruuanjjumii, 

He is not liii?. 

Call uiu run iiiid jump? 



*.% 






Wiiiwr has i-onn'. 

How white it Is. 

The buvs mak» snow tmlls. 

How do >'f>ii lilie the "ntnv? 

Im ami Scd itiake I'ig ouev. 



Fig. 85C Finished Story Book. 



DECEMBER 69 

Pictures and Sentences: 

Another interesting way of using the pictures and sentences is 
to have pupils construct envelopes of a good size and .to the top paste 
a picture and the sentences beneath, as shown in Fig. 85D. The 
same sentences are written, cut into strips and placed inside the 
envelope. During a period for seat work the pupils are asked to 
place the sentence in script opposite the printed sentence. For variety 
the teacher m'ght hektograph the sentence in script on the face of 
the envelope and the printed sentences may be placed inside the en- 
velope. The print is then placed opposite the script. 

Materials for December: 

Popcorn Basket, Three-Sided Basket, Lanterns — 1 pkg. 9x12- inch 

tinted construction paper. 
Wall Pocket — 1 pkg. 9xl2-inch construction paper. 




Good morning- rliicK. 
I will feed you. 
Do yon like corn? 
1 will get some for yon. 
Corn is good for chicks. 
M{iy will feed yon. 



Pig. 85D Finished Story Envelope. 



70 CONSTRUCTION WORK— FIRST GRADE 

Letter Case — Narrow ribbon, caudle wickiug. 
Raffia or carpet warp for lacing. 

Cake Basket, Christmas Tree, and Ornament — 1 pkg. 9xl2-inch con- 
struction paper. 

Book Mark — May be made of scraps. 

Hair Receiver — 1 pkg. 9xl2-inch construction paper. 

Candy Box, and Closed Candy Box — 1 pkg. 9xl2-inch construction 
paper. 

Shaving Pad — 1 pkg. 6x9-inch construction paper. 

Calendars — Scraps of tinted construction paper. 

1 pkg. calendar pads. 
Envelope for Calendar — 1 pkg. 6x9-inch construction paper. 
Darning Cotton Case — 2 sheets bogus bristol board. 

50 spools darning cotton. 

1 pkg. 9xl2-ineh tinted construction paper for box. 
Candy Basket — 1 pkg. 9xl2-inch construction paper. 
Story Book — 3 pkgs. white construction paper. 

1 pkg. printed sentences. Fig. 85 A. 

1 pkg. i^ictures for printed sentences. Fig. 85 H. 



JANUARY 

Learning to Measure 

The pupils have already had numerous lessons in constructing 
boxes, envelopes, baskets, etc., without the use o£ the ruler as a meas- 
ure. In a few cases, the ruler has been used as a straight edge in 
ruling certain lines, but no exercise calling for definite measure- 
ments in inches has been mentioned, up to this time. 

In the comparison of objects made and handled, the pupils should 
now be familiar with such words of comparison as taller, shorter, 
higher, lower, tallest, shortest, highest, lowest, larger, smaller, longer, 
largest, smallest, longest, nearer, nearest, wider and widest. 

The Foot Rule 

The first-grade child should not be allowed to handle a ruler 
marked off into divisions smaller than the inch. Rulers marked ofp 
in inches are kept in stock by school supply dealers. The fact that 
beginning ruler-work is dreaded by most teachers is due to the fact 
that poor rulers and rulers marked off into the smallest divisions are 
put into the hands of the beginners thus making the work very con- 
fusing. 

Pass to each child a foot-rule. Hold up your rulers to see if 
they are all the same length. Have several pupils lay their rulers 
together until they are satisfied that all are of the same length. 

Cut a strip of paper one foot long. 

Each ruler is one foot long. 

With your ruler draw on the blackboard a line one foot long. 
Erase. Now draw on the board a line one foot long, without the 
ruler. Measure with the ruler to see if the line is just one foot long. 

Look about the room to see if you can find anything about one 
foot long. 

At the close of a lesson like the above, the pupils should be 
familiar with the following written words: One foot; 1 foot; foot- 
rule. 

Stand against the blackboard. Make a mark on the board even 
with the top of your head. 

With a piece of string measure from the floor to this mark. Pin 
the string on the floor. Place on it foot-rulers, end to end. -How 
many rulers do you need to cover the string from pin to pin? 

The string is how many foot-rulers long? ISTow measure it with 
only one ruler. Place the ruler on the string, and make a mark at 
the end of it. From this mark, measure the length of the ruler and 

71 



Y2 CONSTRUCTION WORK— FIRST GRADE 

make another mark at the end of it. Mark off all the string in this 
way. How many feet long is it? About how tall are you? 

Without using the ruler, jjlace on the board a line two feet long. 
Measure with your ruler to see if the line is two feet long. With the 
use of the ruler make the line just two feet long. Without using the 
ruler, draw a line three feet long. Measure to see if the line is three 
feet long. With the use of the ruler make the line just three feet long. 

One foot and one foot are — feet. 

Using your ruler, erase two feet of the line. Measure the part 
which is left. How long is it? 

Three feet less two feet is — foot. 

Two feet and one foot are — feet. 

With your ruler, draw a two-foot line. Draw another two-foot 
line. How many feet are there in both lines? 

Two two-foot lines are — feet long. 

Using the ruler, draw a line three feet long. Draw another 
line one foot .''ong. How many feet are there in both lines? 

Three feet and one foot are — feet. 

Four feet less three feet is — feet. 

Have the pupils measure objects in the room. 

How many feet long do you think the teacher's desk is ? Meas- 
ure to see if you are right. How wide do you think it is? Measure 
to see if you are right. How^ wide do you think your desk is? Meas- 
ure to see how nearly right you are. How high do you think it is ? 
Measure to see if you are right. 

Which do you think is the w.der, the door or the window? Meas- 
ure to see which is the wider. How many feet do you think it is 
from the floor to the blackboard ? Measure. 

How long do you think the teacher's pointer is? Measure. 

With a piece of chalk in each hand, stretch your arras as far 
apart as you can, and make two marks on the board. Measure the 
distance between the marks on the board to see how far apart you can 
stretch your hands. 

The Inch 

To teach the inch, borrow the colored sticks provided for the 
second-grade problems. 

Place on each child's desk a blue stick 07ie inch lofig. Tell them 
that each stick is just one inch long. Show an inch on your foot- 
rule. Cut a strip of paper one inch long. 

For the cutting of paper strips of various lengths, use the strips 
of bogus bristol board, such as is used for double weaving in the 
second grade. By having a uniform width, the pupils have only 
the length to consider in the paper strip cutting. 

Place on the desk of each child a red stick two inches long, a 



JANUARY 73 

green stick tliree inches long, a yellow stick four inches long, an 
orange stick five inches \onsc, and a purple stick six inches long. 

With the one-inch strip of paper, find how long the red stick 
is, the green stick, the yellow stick, the orange stick, the purple. 

Cut a strip of paper two inches long. Cut another three inches, 
another four inches, another five inches. 

Put the four-inch strip and the two-inch strip end to end. Count 
the inches in both strips. How many inches? Now make six inches 
by putting end to end the one-inch strip and the — inch strip. 

• Cut a strip of paper six inches long. Measure it with the two- 
inch strip. How many two inches make six inches? 

Measure the six-inch strip with the three-inch strip. How many 
three inches make six inches ? 

Cut strips of paper from one to six inches in length, and p'aste 
in order from one to six inches. , ' 

Measure the foot-rule with the six-inch strip. How many six 
inches make one foot ? 

Measure the ruler with the two-inch strip of paper. How many 
two inches make one foot? 

Measure in like manner with the four-inch and the three-inch 
strips. 

Count the inches on the ruler. 

On a 6x9-inch piece of drawing paper have the pupils draw lines 
from one to six inches in length, drawing them in the same order as 
the «trips of paper were pasted. 

Such an exercise should be followed by a series of questions 
similar to the following : 

How many two-inch lines may be made from the four-inch line? 

How many may be made from the six-inch line? 

How many of the three-inch lines may be made from the six- 
inch line? 

The four-inch line is how much longer than the three-inch line? 

The three-inch line is how much longer than the two-inch line? 

To determine the above, it will often be necessary to refer to the 
strips of paper or the colored sticks. 

Making Decorative Chains 

There is nothing especially new in the construction of decorative 
chains. In the past, the chains have been made of strips cut by 
the teachers, the pupils doing the pasting only. 

Since the introduction of the ruler, the strips for the chain 
should be measured by the pupils. 

Pass to each child two pieces of tinted construction paper, of 
different tints, each 4| inches wide and 9 inches long. 

Place the ruler along the long edges of the paper and place 



74 



CONSTRUCTION WORK— FIRST GRADE 






F1086 



dots one inch apart. Connect the corresponding dots by straight lines. 
Cut along the lines just drawn,, thus making one-inch strips. If 
narrower strips are desired, fold each one-inch strip lengthwise. Cut 
along crease, making half-inch strips. Paste as shown in Fig. 86. 

The Doll House 

The work for the next two months will be largely based on the 
furnishing of the doll house. Many of the exercises will be a com- 
bination of measuring and folding. 

Purpose : 

To give the pupils practical use of the foot-rule. 

To give the pupils opportunity of acquiring number facts through 
the sense of touch, not depending entirely on sight and memory. 

For example: Five inches means much more to the child after 
he has drawn a line or cut a strip of paper, or performed some other 
action involving the use of five inches, than if he simply hears or 
sees the words, five inches. He has gained five through another of 
the senses — that of touch. 

To give delightful occupation to the child. Is there anything 
that the child revels in, more than when making something? And 
can there possibly be a better time to teach practical numbers, oral 
and written language, than during these periods of construction? 

Do not wait until the room can be furnished with a beautifully 
constructed doll house, but go to the neighboring grocery and ask for 
two orange or lemon crates. Place one upon the other so the open sides 
face the room and you have a good foundation for a doll house of 
four rooms. 

If at all convenient have each pupil construct his own doll house 
by pasting one 12xl8-inch and two 9xl2-inch sheets of drawing 
paper together. This is done in such a way that the 12xl8-inch piece 
of drawing paper forms the back of the room and the 9xl2-inch pieces 
the sides. 

When not in use the three pieces may be folded flat. When the 



JANUARY 



75 



pupils wish to use the room, the sides may be unfolded from the back 
and the three walls are in erect position. 

Such an arrangement may cause a certain amount of confusion 
to the casual observer, but the educative value and the joy it brings 
to the child far surpass any seeming confusion. Each child feels 
more responsible when he has his own one-room house than if he 
works with the whole class. 

Making a Table 

Pass to each child a 9xl2-inch piece of tinted construction 
paper. Place the ruler along the 12-inch edges and mark off 9 inches. 
Connect the corresponding dots by a straight line. Cut along this 
line, and a 9-inch square remains. Fold this 9-inch square into 
sixteen small squares, as shown in Fig. 87. 

Review the number. 






Tie 87 






1 
1 

1 

1 

1 

1 

L _„l ... 






T 

1 
1 
1 
1 





T\q30 




76 CONSTRUCTION WORK— FIRST GRADE 

Cut all continuous lines as shown in Fig. 87. Fold and paste 
into box shape. 

It is well to do the pasting one day and the cutting of the legs 
the day following. If the cutting is done before the paste" is dry, 
considerable difficulty is experienced in having the different parts 
come apart. 

In cutting, it is a little difficult to have the pupils measure the 
length of the legs. Have the pupils cut freehand about two-thirds of 
the distance from the edge to the bottom of the box. Do this on 
each side, leaving only the width of the legs. Fold the edge upward 
and crease. This crease will guide the pupils in cutting away the 
paper necessary, leaving only the narrow strip just below the edges 
of the table. Fig. 88. 

If the extended top is desired, have the pupils cut a rectangle 
4 inches wide and 6 inches long, and paste to top of table as shown 
in Fig. 89. 

Another interesting way to make a table is to fold a 9-inch 
square into sixteen small squares. Fold and cut as shown in Fig. 90, 
and paste into box form. Cut legs as in Fig. 88. 

This gives the finished table as shown in Fig. 91. It is larger 
than the others, but just as high. 

After completing the table, have the pupils cut from any soft 
white paper the table cloth and napkins. Keep the measurements in 
whole inches. 

Making a Chair 

Pass to each pupil a 9xl2-inch piece of tinted construction paper. 

Place the ruler along the long edges and mark off 3 inches. Con- 
nect the dots by straight lines. Cut along the line. 

Fold the 9-inch square into sixteen small squares. Eeview num- 
ber work in the construction of the chair as suggested in box for 
shoe pegs, September outline. Cut as shown in Fig. 92. 

Fold and paste into box form, allowing the square marked "back" 
in Fig. 92 to extend upward. After the paste has dried, cut legs in a 
similar way as for the table. Fig. 93. 

To strengthen the back, paste one of the squares cut away across 
the back. 

Making a Bed 

Measure, cut and fold square as when making the table. Before 
applying paste, let the squares marked "head" and "foot" (Fig. 94) 
extend upward. Paste a strip of paper across head and foot of bed, 
as shown in Fig. 95. 

Cut legs of bed the same as those of table. To make the bed 
lower, cut a small piece from each leg. 



JANUARY 



77 







♦ 




^ i ^ i 

(Q i ^ 1 





■FIC392 



Head 






Foot 




Fig 95 



TiG.94. 



A larger bed may be made if the 9-inch square is folded and cut 
as shown in Fig. 90. 

Making a Davenport 

Measure and cut 9-inch square as in former exercises. Fig. 87 
shows folding. Cut and paste in box form. Place strip and cut away 
to form back and sides of davenport. Fig. 96. This makes the 
simplest kind of davenport. 

Fig. 97 shows the folding of a davenport which may be made in 
one piece. It will be remembered that all dotted lines are to be folded 
and all continuous lines cut. Fig. 98 shows the finished davenport. 

During the month of November suggestions were given for the 
construction of a cradle. This may again be constructed on a 
smaller scale, to be used in the furnishing of the house. It must 
be remembered that all this doll house furniture must be in good 
proportion. The chair cannot be as large as the table, nor the cradle 
as large as the bed. When using each by itself, the size is not taken 
into consideration, but when the various pieces are used together, the 
size plays a very important part. 



78 



CONSTRUCTION WORK— FIRST GRADE 







rics97 



-K- 
I \ 



Weaving a Mat 

The first covering for the floors may be woven of strips of tinted 
construction paper one inch wide. Care should be exercised in hav- 
ing the pupils use good combinations of color. 

The dimensions of the mat will be determined by the size of 
the kitchen floor, although it is not necessary that the entire floor be 
covered by the mat. If a 9xl2-inch piece of tinted construction 
paper is large enough, proceed to make the mat as follows : 

One inch from each corner on the edges of the paper, place dots. 
Lay the ruler across corresponding dots and draw lines one inch 
from one edge to one inch from the opposite edge. Fig. 99. 

Place dots one inch apart on upper and lower lines, and connect 
corresponding dots by straight lines. Fig. 100. 

Fold edges together as shown in Fig. 101, and cut to line above. 
Unfold, and the foundation part of mat is finished. 

Pass to each pupil another sheet of 9xl2-inch tinted construction 
paper of a different tint. Place the ruler along the long edges and 
place dots one inch apart. Connect corresponding dots by straight 
lines. Cut into one-inch strips by following lines drawn. Weave 
these strips into foundation mat as shown in Fig. 102. 



JANUARY 



Y9 




Fig 102 



"Fio 100 



With brush and color, or with a colored crayon, make a design 
in the light squares of the mat. Use only straight lines. The de- 
sign should be the same color as the dark squares. 

If the mat, when finished, is given a coat of shellac or varnish, 
it makes a better floor covering and is made to look like linoleum. 
(Fig. 103.) 

Envelope for Alphabet Matching Game 

Fig. 104 shows an alphabet matching card. In preparing the 
game, first cut on the vertical lines separating the two sets of 
alphabets. This gives two long, narrow strips, on which is found the 
entire alphabet in both capitals and small letters. Fig. 104A. The 
second set of alphabets has the words attached to it. Cut on the 
horizontal lines only. Fig^ 104B. 



80 



CONSTRUCTION WORK— FIRST GRADE 




Pig. 103 Design Placed on Mat. 



This gives as many strips as there are letters in the alphabet, 
each strip having on it a capital letter, a small letter, and three 
words beginning with a particular letter. Fig. 104B. 

The game is first played by matching each letter of the alphabet 
with the three words attached with each letter of the alphabet on 
the long, narrow strips. Fig. 104C. When the pupils can do this 



JANUARY 



81 



A 
B 
C 
D 

E 
F 
G 
H 

I 

J 
K 
L 

M 


a 
b 
c 
d 
e 
J 

g 
h 

1 

J 
k 

1 
m 


A 


a 


am 


and 


are 


N 

O 

P 



R 

S 

T 

U 

V 

VV 

X 

V 

z 


n 
o 
P 

q 

r 
s 
t 
u 

V 

w 

X 

y 

z 


N 


n 


no 


not 


nest 


B 


b 


baby 


ball 


big 


O 


o 


out 


one 


of 


C 


c 


can 


clap 


cow 


P 


P 


play 


pet 


paw 


D 


d 


do 


dog 


duck 





q 


quack 


quick 


quail 


E 


e 


ever 


every 


eat 


R 


r 


run 


rabbit 


ran 


F 


f 


fat 


feed 


funny 


S 


s 


see 


skip 


so . 


G 


8 


good 


girls 


go 


T t 


to 


trick 


tail 


H 


h 


hop 


hand 


her 


U 


u 


up 


under 


up 


I 1 


■s 


It 


m 


V 


V 


very 


very 


very 


J J 


jolly 


just 


jump 


W w 


why 


way 


we 


K 


k 


kick 


kid 


kitten 


X 


X 


Xx 


Xx 


Xx 


L 1 


httle 


love 


lap 


Y 


y 


yes 


you 


your 


M 


m 


morning 


my 


may 


Z 


z 


Zz 


Zz 


Zz 



Fig. 104 Alphabet Matching Card. 

with a fair degree of rapidity, the words may be separated by cutting 
on the vertical lines. The pupils now match in the same way as 
before, by placing each word, instead of a strip containing all the 
words, in the proper place. 

It has already been suggested several times, that pupils be taught, 
in all lines of seat work, to place each letter, word, or counting ma- 
terial as it is picked up, and not to spend several minutes, or even 
sometimes a whole period, looking for a certain letter or word. 



N n 

O o 

P P 

Q q 

a r 

S i 

T t 

V u 

V V 
W w 
X ic 

V y 
Z i 



A a 

B b 

C c 

D d 

E e 

F f 

G e 

H h 

I i 

J i 

K k 

L 1 

M m 

Fig. 104A. 



G g good 

A a I am 

H h I hop 

D d I do 

E « I ever 

B b I baby 

C c I can 

F f I fat 



girls go 

.and are 

hand her 

dog duck 

every eat 

ball I big 

clap cow 

feed funny 
Fig. 104B. 



A 


a 












B 


b 












C 


c| 


c 


c 


can 


clap 


cow 


D 


d 












E 


H 


E 


e 


ever 


every 


eat 


F 


f 












G 


e 












H 


h 


H 


h 


hop 


hand 


her 


I 


i 












I 


j 












K 


M 


K 


k 


kick 1 


kid 


kitteo 


L 


I 












M 


i\ 


M 


m 


morning 


my 


may 



Fig. 104C. 



82 CONSTRUCTION WORK— FIRST GRADE 

From material in the classroom, construct an envelope that will 
hold all parts of the game. 

Material for January: 

Decorative Chains — Two pkgs. of different colored tinted construc- 
tion paper. 
Table — 1 pkg. 9xl2-inch tinted construction paper. 
Chair — 1 pkg. 9xl2-inch tinted construction paper. 
Bed and Davenport — 1 pkg. 9xl2-inch tinted construction paper. 
Envelope for Alphabet Matching Game — 
Alphabet Game — 50 sheets alphabet cards. Fig. 104. 



FEBRUARY 

February is the month for the mid-year promotions. All schools, 
however, do not have two promotions a year. September pupils of the 
first grade may continue with the advanced first-grade work as out- 
lined. Pupils entering school in February should begin with the 
work outlined for September. This will include the various kinds 
of cutting, and the construction of the cutting envelope, envelope for 
dissected pictures, box for shoe pegs, ruling of peg board and envelope 
for peg board. 

Much of the work relates to the seasons of the year. This might 
be termed "special." The special work for this month may be based 
on the February interests, the birthdays of Lincoln and Washington, 
and St. Valentine's Day. 

Cutting 

4 

The freehand cutting for this month should very closely relate 
to the history for the month. Cut horses, which may be made a 
part of the great procession of covered wagons (prairie schooners) 
used in traveling from the east to the west during Lincoln's early 
life. The horses may be made to stand in pairs by folding a strip 
of paper -| inch wide and 5 inches long into five equal parts. Allow 
the fifth part to overlap the first, and paste. (Fig. 105 A.) This makes 
a square. The horses. Fig. 105B, may be pasted to'opposite sides of 
the square, thus making them stand. 

The beginners may use the animal, bird and vegetable sheets as 
suggested in the September outline. This relates to the Nature work 
for the spring months. 

Trees 

Fold and cut trees as suggested in the ISTovember outline. These 
may be used in building up scenes from the lives of Washington and 
Lincoln. 

Clay 

IVTodel horses. They may be hitched to moving wagons. Model 
men, women and children, to be placed in wagons. An interesting 
group problem grows out of this work for the month, thus giving 
each child in the room an opportunity to take part in making real 
the great procession of prairie schooners which brought so many peo- 
ple from the east to the west during Lincoln's early life. 

83 



84 



CONSTRUCTION WORK— FIRST GRADE 



Review of Log House 

The log house suggested in the November work may very profit- 
ably be reviewed for this month. Use the ruler in measuring the 
9-inch square in advanced first grades. To the beginners, pass the 
9-inch square of paper and make the lesson one of folding. De- 
velop the number work as suggested in the folding for "Box for Shoe 
Pegs" in the September outline. 




FIG. 105 A 



FIG. 105B 

Covered Wagon (Prairie Schooner) 



a wagon box 
This makes 



From a piece of 9xl2-inch construction paper, fold 
in the same way that the box for shoe pegs was folded. 
a box 4J inches long when finished. 

Pass to each child a rectangular piece of paper 4^x6 inches, and 
paste one short edge to one side of the box and the other short edge 
to the opposite side, thus making a covered wagon as shown in Fig. 
105. 



FEBRUARY 85 

Provide each pupil with a circle of stiff paper, such as is used 
ill the top of a milk bottle. Use this as a pattern, cut four wheels, 
and paste to sides of wagon. They may also be held in place by 
using small black collar buttons. With the point of the scissors, 
make small holes in the sides of the box where the wheels are to be 
placed. Through these holes force the small buttons and then through 
the center of the wheel. 

Small Furniture 

From scraps of paper, have the pupils construct, undirected, small 
pieces of furniture to load into the prairie schooners. When each 
child has finished his work, form a procession of all the horses and 
wagons in the room. 

Doll House Furniture (Continued) 

Keep this work as simple as possible. Use the ruler in the ad- 
vanced first grade wherever possible. The beginners should not use 
the ruler, but simply fold, paste, and cut the squares. 

Emphasis on the Use of the Ruler 

So far as possible, each exercise should involve to some extent 
the use of the ruler. It will be observed that the exercises given in 
January and those for this month are a combination of measuring and 
folding. 

Badges 

Purpose : 

To encourage patriotism. 

Material : 

Red, white, and blue construction paper. 

Presentation: 

The appearance of red, white, and blue paper inspires children 
to do their best. This is the first exercise in which the pupils have 
been asked to draw a square. In former exercises measurements were 
marked off on the long edges of the 9xl2-inch paper, and the corre- 
sponding dots connected by a straight line. The square was produced 
by cutting on the straight line. 



86 



CONSTRUCTION WORK— FIRST GRADE 



To Draw the Square : 

First, draw a one-inch horizontal line. Place 
the end of the ruler so that it coincides with the line 
just drawn, and draw a one-inch vertical line. Place 
the end of the ruler so that it coincides with tlie 
vertical line just drawn, and draw another one-inch 
horizontal line. Lay the ruler across the ends of the 
two horizontal lines and connect by a straight line. 

Badge : 

Cut three one-inch squares from red, white, and 
blue paper. Allow the red square to remain the full 
size. Holding the blue and white together, cut oif, 
freehand, a strip about 1 inch from two sides. Allow 
the white to remain this size, but from the blue, cut 
freehand, another strip about ^ inch from two sides. 
Arrange the squares as shown in Fig. 106. 



FiQlOG 





\ 


/ 


\ 


/ 


\ 


/ 


\ 


'' 


N 



Fig 106 




Fig 109 



FiQllO 




Fig 11 1 



FTg112 



FEBIWARY 



87 



Soldier Cap 
Purpose : 

To aid ill making more real the lives of Washington and Lincoln. 
To create a live interest in the history for the month. 

Material : 

One sheet of white paper, 20x26 inches. Red, white, and blue 
construction paper. 

Presentation: 

Pass to each pupil one sheet of paper 20x26 inches. Almost any 
kind of paper may be used for the cap. Plain white is desirable. 
Place the paper so that the long edges are parallel with the front edge 
of the desk. Fold right and left edges together. Place the paper 
so that the creased edge is at the top. Fold right and left edges 
together. Unfold. Find crease thus formed. Fold upper edge of 




riGii7i 

right half to crease; then left half. See Fig. 107. Fold front oblong 
at bottom upward along front edge of triangle; back oblong upward 
along back edge of triangle. Fig. 108. 

Fold corners down, one over the other. Fig. 109. Fig. 110 shows 
finished cap. Figs. Ill, 112, 113, 114, 115, 116 and 1]7 show a 
variety of ways for using red and blue with the white as a decoration. 



88 



CONSTRUCTION WORK— FIRST GRADE 






riQiie 





FiQ 120 



To Make a Trunk 

Pass to eacli child a 9xl2-incli p'ece of tinted construction paper. 
Place the paper so that the long edges are parallel with the front 
edge of the desk. Lay the ruler along the long edges and mark ofl 
nine inches. Connect corresponding dots by a straight line. CJut 
along line just drawn. Fold square as shown in Fig. 118. Cut as 
indicated by continuous lines. Fold squares into ends as in previous 
exercises, and paste. Fig. 119 shows the finished trunk 

Do not fail to develop (or review) number work in each exercise. 

To Make a Cupboard 

Proceed as in the construction of the trunk. Turn the finished 
trunk on end, as shown in Fig. 120. Make two parts of the strips of 
squares cut away. Fold as shown in Fig. 121, and paste to the 
inside of the cupboard, as shown in Fig. 122. 

To Make a Dresser 

Measure, cut and fold a 9-inch square. Cut as indicated in 
Fig. 118. Fold and paste as shown in Fig. 123. Pencil marks only 
suggest drawers. A piece of silver paper or even white paper may 
be used for a mirror. 



FEBRUARY 




Tiq125 



To Make a Serving Table 

Measure, cut and fold a 9-inch square. Cut as shown in Fig. 
118. Fold and paste as shown in Fig. 124. The construction of the 
serving table is the same as the dresser, with a few modifications. 
Legs are cut, and the back piece is only half as high as in the 
dresser. 



To Make a Stove 

Measure, cut and fold a 9-inch square, as in previous exercises. 
Cut away one row of squares. Fold into box-form. Cut doors and 
circles freehand from a darker tint of the same paper, and paste 
to the top and sides of stove. Fold and cut one of the small squares 
into halves. Fold again and paste this to front of the stove for a 
hearth. Cut the bottom as in Fig. 125. 

To make the pipe, roll a piece of tinted construction paper 
around a lead pencil. 

It is thought best to delay the rug weaving for the house an- 
other month. 

Use only the time allowed for this work in your official schedule 
of time. Do all you can in the time allotted. That is all that will 
be expected. 



90 



CONSTRUCTION WORK— FIRST GRADE 




Pig. 125A Doll House Complete. 





Fig \E6 Tig \27 



FiQ 126 



FEBRUARY 91 

Valentines 

Very interesting valentines may be cut by folding the paper, one, 
two or even three times. The folding suggested in December for a 
picture frame makes an interesting valentine. 

Fig. 126 shows the folding and cutting of heart-shaped valentines. 

Fig. 127 illustrates a rectangular piece of paper folded so the 
short edges come together. A heart is cut from one face. In the 
under half interesting scrap pictures or even pupil's cuttings may 
be pasted, so as to show in the heart opening. 

Fig. 128 shows a heart pasted to a doubled rectangular piece of 
paper. Decorate with cuttings or scrap pictures. When opened it 
will stand like an easel. 

Envelopes 

After a review of envelope making, pass to the pupils manila 
drawing paper, or tinted construction paper, and have them con- 
struct envelopes for their valentines. 

Use the suggestions given for envelopes to be made for seat work 
for previous months. 
Printed Observation Sentences — One pkg. printed observation 

sentences. 
Box for Sentences — Two pkgs. 9xl2-inch construction paper. 

Weather Record Box 

The pupils of the first grade have now been in school five months. 
During this time they have gained a fairly large reading vocabulary. 
The up-to-date teacher has not failed during this time to use this 
vocabulary in varied ways. 

To cultivate the powers of observation and to give the pupils 
an added opportunity of using their vocabulary, many first and sec- 
ond grade teachers have had their pupils observe on their way to 
school many of the weather conditions. At first the pupils make 
such reports orally to the teacher, who writes them, in as simple 
a way as possible, on the blackboard. After the pupils have become 
familiar with the various words used, short sentences may be printed, 
as shown in Plate 5. A box 6 inches long and 3 inches wide is con- 
structed to hold six small boxes, as described in Fig. 129A. The small 
boxes, 3 inches long and one inch wide, are constructed from the 
layout shown in Fig. 129B. Fig. 129C shows finished record box with 
the six small boxes inserted in place. 

A group of sentences is placed in each box. For example, all 
the sentences pertaining to the sky are placed in one box. All per- 
taining to the time of year, figures, days of the week and months 



92 



CONSTRUCTION WORK— FIRST GRADE 



T£_ 



te 



r> 



J 



I 

I 



J L 



I 2 



Tig 129a 



of the year are placed in a second box. This is done to aid the child 
in finding the sentence desired. 

It will be observed that the pupils build up by using complete 
sentences instead of single words. 

Instead of always writing the observations, the class might use a 
set of printed weather sentences, selecting and laying on the desk 
those that will best describe the day. The set will consist of words, 
which may be used for the date, and sentences about the season, tem- 
perature, winds, clouds, etc., as follows : 






Ti. 



5' 



-3" 



J 



I I 



1__I 



TiG 129b 



j__i 



FEBRUARY 93 




FiG lZ9c 



Today is Monday, February the 2nd, 1921. 

It is Winter. 

It is very cold. 

The sun is not shining. 

The clouds are gray. 

We have a North wind. 

The trees are bare. 

At the close of the period and the children have arranged their 
sentences on the desk, the teacher may walk up and down the aisles, 
asking some of the class to read the sentences. After the children 
have gained ability to lay the sentences rapidly, there will be time 
to either copy those used on paper or to pass to the board and write 
from memory. 



Materials for February: 

Cuttings — Scraps may be used. 

Covered Wagon — 1 pkg. 9xl2-inch construction paper. 

50 pieces of rectangular white paper. 
Small Furniture — Use scraps. 
Badges — 1 pkg. white 6x9-inch construction paper. 

1 pkg. red 6x9-inch construction paper. 

1 pkg. blue 6x9-inch construction paper. 
Soldier Cap — 50 sheets white paper, 20x26 inches. 

Eed, white and blue scraps for decoration. 
Trunk — 1 pkg. 9xl2-inch construction paper. 
Cupboard — 1 pkg. 9xl2-inch construction paper. 
Dresser — 1 pkg. 9xl2-inch construction paper. 
Serving Table — 1 pkg. 9xl2-inch construction paper. 
Stove — 1 pkg. 9xl2-inch construction paper. 
Valentine — 1 pkg. 9xl2-inch construction paper for envelopes. 

(Cut valentines from scraps.) 



94 



CONSTRUCTION WORK— FIRST GRADE 



The sun is shining. 

The sun is not shining. 

The clouds are gray. 

The clouds are white. 

The clouds cover the blue sky. 

There is no sunshine. 

The sky is blue. 

There are a few white clouds. 

This is Spring. 
This is Autumn. 
This is Winter. 
This is Summer. 

We had a frost this morning. 

The frost is white. 

We had dew this morning. 

It is raining. 

It is snowing. 

It is cold this morning. 

It is very cold. 

It is cool. 

It is very warm. 

It is very warm this morning. 



The trees are bare. 

The leaves are on the trees. 

The leaves are green. 

Some leaves are red. 

Some leaves are brown. 

Some leaves are yellow. 

Some leaves are red and yellow. 

The birds have come. 
The birds are going South. 
The birds are making nests. 
The birds are singing. 
The flowers are blooming. 

The wind is from the east. 
We have a north wind. 
The wind is from the south. 
We have a west wind. 
We have a northwest wind. 
We have a northeast wind. 
The wind is from the southeast. 
The wind is from the southwest. 



Today is 111223400567899 1912 

Monday 

Tuesday 

Wednesday 

January 

February 

March 

April 

Plate 5 Printed Weather Sentences. 



Thursday 


Sunday 


Friday 




Saturday 




May 


September 


June 


October 


July 


November 


August 


December 



MARCH 

While March is still one of the cold months of the year there is 
something about the name that suggests spring. Lovers of flowers 
begin to talk about their gardens and the kinds of seeds best suited 
to the soil and climate of their immediate section of the country. 
The birds begin to arrive from the South, which adds to the interest 
of the coming spring. , 

Cutting 

Trees with and without leaves, garden implements, rake, shovel, 
spade, hoe. Cutting of fences, birds, bird-house. Early wild or 
cultivated flowers for flower pot modeled in clay. 

Clay 

Modeling of animals, horse, cow, pigs, flower pot. 
Pin Wheel 

The March winds suggest the pin wheel. Children by this time 
are learning the directions. 
Purpose : 

To interest the children in weather vanes in order to determine 
directions of wind. 

To aid in teaching cardinal points. 

To begin to teach pupils to observe and to draw conclusions 
concerning their observations. 

To create an interest in other weather vanes. 
Material : 

One 6-inch, square of manila drawing paper or tinted construc- 
tion paper, cut by the advanced pupils. Beginners are to be furnished 
with the squares. 

One package of ordinary pins. 

One piece of No. 6 reed, about 7 inches long, or a colored stick. 
Presentation : 

Up to this time the pupils have cut 9-inch squares by measuring 
along the edges of a 9xl2-inch sheet of paper. In the construction of 
the pin wheel, they draw a 6-inch square. This may best be done by 
passing to each, pupil a 6x9-inch piece of paper, measuring 6 inches 
along the 9-inch edges, and connecting the dots by a straight line. 

Draw or fold diagonals of square as shown in Fig. 130. Along 
each diagonal and about one-half inch from center, place dotted 
lines. Fig. 131. 

Cut along diagonals until the dotted line is reached. Turn every 

95 



96 



CONSTRUCTION WORK— FIRST GRADE 



■7 



\ 



/ \ 



/ 



/ 



/ 



\ 



\ 



\ 



V- 




Fig130 



Fic3 131 




riGl52 

other point to the center, and hold in place with pin, as shown in 
Fig. 132. The point of the pin is forced into the end of the reed, 
or stick, which is very porous, thus permitting the pin to enter with- 
out resistance. 

To make the pin wheel spin, point directly outward and run, or 
hold upward and blow. 

Group Problems — The Farm 

One of the most interesting group problems for this season of 
the year is the "farm." Cut the trees and construct the house, barns, 
corn cribs, chicken coops, etc., as suggested in previous outlines. All 
building construction may be based on the construction of the house. 

To Make the Fences 

Pass to the pupils rectangular pieces of paper 1^x3 inches. Fold 
in halves lengthwise; unfold. Fold each long edge to center crease. 
While folded cut a long, narrow strip as indicated by dotted lines in 
Fig. 133. When unfolded the cutting looks like Fig. 134. 



MARCH 



97 




Fold into halves again and cut slits as shown at the ends of 
Fig. 134. 

Cut another section of the fence as in Fig. 133. Instead of 
cutting slits from the folded edge, cut from the open edge toward 
center, as indicated in Fig. 135. Fold the small flaps so they may 
bo slipped through the slit. When through unfold the flaps as shown 
in Fig. 136. Construct other sections until enough have been made 
to enclose the various fields. 

Other Exercises Without Paste 

Many other exercises, such as chairs, garden table, settees for the 
lawn, small coops for the chickens, trough for the pigs, etc., may be 
made by slitting the paper as above suggested. 

Colored sawdust may be used in various ways to indicate fields 
of growing grass, and various grains. Even flower beds may be made 
of the brighter colors. 

Sawdust may be colored by placing the dye in water. When 
thoroughly dissolved the sawdust may be put into the water and 
allowed to stand for several hours. When removed it may be spread 
on heavy paper to dry. 

Chicken Coop 

Pass to each pupil a rectangular piece of paper 8x4 inches. Ad- 
vanced first-grade pupils should measure and cut the rectangle. 

Fold into halves by folding the short edges together; cut slits in 
sides about one-half inch from open edges. Through these slits pass 
strips anywhere from I inch to ^ inch wide. See Fig. 137. 

Wagon 
Purpose : 

To interest the pupils in clean-up day and gardening. To create 
a desire to make something for a younger brother or sister. To en- 
courage incidental number work. 



98 CONSTRUCTION WORK— FIRST GRADE 




Fial5T 



Material; 



1 pkg. (50 sheets) of tinted construction i^aper 0x12 inches. 
Small wooden collar buttons. 

Presentation : 

In order that the pupils may work intelligently, it is necessary 
that they should know what they are going to construct. It is, there- 
fore, recommended that the teacher, in order that she may under- 
stand its construction and make it possible for her to ask the pupils 
intelligent questions leading to the construction of the wagon, con- 
struct one herself, and present it to the class. Have them name the 
parts of the wagon — the box, seat, dashboard, thills, axle, wheel, hub, 
etc. 

What part of the wagon looks like anything constructed in previ- 
ous lessons? 

If necessary take the wagon apart and show that it is the same 
in construction as the boxes folded for various lines of seat work. 

To Make the Wagon 

Measure off 9 inches on the long edges of the 9xl2-inch piece of 
construction paper. Connect dots by a straight line. Cut along line 
just drawn. The piece cut away may be reserved for the wheels of 
wagon. 

Proceed to construct the wagon box of the 9-ineh square in the 
same way as other boxes were constructed, with double sides and 
ends. 

If necessary review the number while folding, as suggested in 
previous exercises. 



MARCH 



99 




Fic3l39 



Tig 136 




r.c3 141 



Fig 140 




riGl43 



T\Q\AZ 




Fig 144 



The dashboard is made by allowing the square at one end to 
paste to one end of the box, as shown in Fig. 138. 

The thills and seat are made of the row of squares cut away. 
Cut the strip of four squares into two parts, so there are two squares 
in each. To make the thills, fold one of the above pieces so the 
long edges come together, and cut as indicated by dotted lines in 



100 CONSTRUCTION WORK— FIRST GRADE 

Fig. 139. When unfolded it looks like Fig. 140. The thills are now 
pasted to the box as shown in Fig. 144. 

The wagon seat is made of the remaining piece of two squares. 
Fold the two short edges in to center crease, as shown in Fig. 141. 
Cut as indicated by dotted lines. Fig. 141. When cut, the seat 
looks like Fig. 142. Fold as shown in Fig. 143. 

In cutting the wheels, use a pattern. The paper tops used as 
stoppers in milk bottles make very good patterns. Fig. 144 shows 
the completed wagon. 

Number Based on the Construction of Wagon 

How long is one edge of the square? (Nine inches.) 

How long are two edges of the square? Three? Four edges? 
Count by nines to 27; to 36. 

Two edges together are what part of the distance around the 
square ? 

If 18 inches is one-half the distance around the square, how 
many inches around the entire square? 

After the paper is folded into 16 squares, how many squares in 
1 row; 2 rows; 3 rows; 4 rows? 

Count by fours to 12 ; to 16. 

How many squares in half the paper? 

If the number, in connection with the construction of the vari- 
ous exercises, has been developed each time, the pupils should by 
this time recognize the fact that 1-2, 2-4, 4-8, and 8-16 are the same. 

After cutting away one row of four squares, how many squares 
remain ? 

Holding the paper by the long edges, how many squares are there 
in one row? How many in two rows; in three; in four? 

Count by threes to 12. 

Number Book 
Material : 

4 sheets manila drawing paper 9x12 inches. 
1 sheet tinted construction paper 9x12 inches. 
1 No. 12 or No. 14 darning needle. 
Carpet warp. 

Purpose : 

To give the pupils an idea of simple book construction. 

To aid the pupils in keeping systematically a few number facts. 

Presentation : 

Pass to each pupil four sheets of 9xl2-inch manila drawing 
paper, and one sheet of 9xl2-inch tinted construction paper. Put the 



MARCH 



101 




Fig 146 



short edges of each sheet together and crease through the middle with 
the handle of scissors, as suggested in previous exercises. When all 
are creased, open the sheets and place them one upon another, putting 
the colored sheet on the outside. 

Tie the book with a piece of carpet warp. This may be done by 
threading the darning needle, forcing it from the inside through the 
leaves on the crease, to the outside of the book. Taking a long stitch, 
say about three inches, force the needle back to the inside again. Tie 
on the inside of the book with a hard knot. Fig. 145. 

Hektograph or cut figures from an old calendar. Paste the 
figures from one to ten in the book, as shown in Fig. 146. As new 
figures are learned paste them in the book. After each figure or 
Roman numeral write the name. 

Dominoes 

In many school systems pupils are admitted to the first grade 
twice a year. In such a case it becomes necessary to plan work for 
the beginners. The dominoes adapt themselves very nicely not only 
to beginners but also to the advanced first grades. 

Box for Dominoes 

Pass to each pupil a 6-inch square of tinted construction paper. 
Fold into sixteen small squares. For remainder of construction see 
direction given for box for the pegs, September outline. 

Cover for Box 

Pass to each pupil a 6|-inch square of tinted construction paper. 
Proceed to construct the cover the same as box. 

How to Use the Dominoes 

For a beginning class each domino may be cut in two, showing 
only one group and not the combination. 

1. These may be matched, laying all the ones together; all the 
twos, threes, etc. 



102 



CONSTRUCTION WORK— FIRST GRADE 



• • • • • 
• • • • # • • • 

• •••#• ^ 

_•_ 

• • ^ • • • 

• # • 

• • • • # • 

^# •••••••••••• 

• • • • • 



Fig. 147 Domino Card. 



2. They may be laid so as to count from one to six. 

3. With an older class, it is better to use the dominoes without 
cutting in two. 

Select one domino and lay it in the center of the desk. Find 
other dominoes that will match either end and lay those. Match the 
spots on the ends and work as in the regular domino game until all 
the dominoes, are used. Follow with a recitation in naming the com- 
binations shown in the arrangement. This will give drill in multiply- 
ing by two. 

4. Lay with all the blanks in a horizontal row and with ones at 
the top, letting the lower row count from one to six. The third row 
will have the twos at the top with the lower row counting from two 
to six. 



MARCH 103 

The fourth row will have threes at the top, "with the lower row 
counting from three to six. 

The fifth row will have fours at the top, and four to six on 
the lower row. 

The sixth row will have fives at the top, and five and six at the 
bottom. 

Follow this with a recitation, having the children count one to 
six. 

5. All the combinations of numbers to twelve are found on 
the dominoes. Write the combinations on the board and have the 
children arrange dominoes in order. 

0011023024034 
1212421531632 



1 


2 


2 


3 


4 


4 


4 


5 


5 


5 


6 


6 


6 


5 


1 


4 


5 


4 


5 


6 


5 


6 


5. 


6 


6 


6 


1 


6 


3 


2 


4 


3 


2 


4 


3 


5 


4 


5 


6 



6 7 7 7 8 8 8 9 9 10 10 11 12 

6. Lay so as to have only the six show. Lay double six, then 
slip half of each other domino that shows six under the double. 

Begin with double five and lay so as to show the seven fives re- 
maining. 

Lay double four and slip under it the blank, one, two, three, so 
as to show the six fours. 

Lay double three and slip under it the blank one and two, so 
as to show five threes. 

Lay double two and slip under the blank and one, leaving four 
twos. 

Lay so as to show three ones. 

Double blank is the only domino left. 

Follow this with a lesson on counting spots shown, counting by 
ones, twos, threes, etc. 

7. Lay so as to show a vertical row of ones by starting with 
double one and slipping under the number shown on the domino 
with each of the other ones. Make rows showing the twos, threes, 
fours, fives, and sixes. 

8. Lay so as to make the dominoes count 1, 2, 3, 4, 5, G in 
vertical rows. This can be done by covering up part of some of the 
dominoes. 

9. The following is an interesting way to use the cards: Have 
the pupils use the domino as a pattern, as suggested in Ex. 10. Place 



104 CONSTRUCTION WORK— FIRST GRADE 



dots instead of figures, 


and beneath each have the pupils write the 


combinations and differences: 




4 and 1 are — 




4 and 2 are — 


1 and 4 are — 




2 and 4 are — 


5 less 4 is — 




6 less 4 is — - 


5 less 1 is — 




G less 2 is— 


4 and 3 are — - 




4 and 4 are — 


3 and 4 are — 




2 fours are — 


7 less 4 is — 




8 less 4 is — 


7 less 3 is — 







10. Use the domino as a pattern for drawing a rectangle. Lay 
domino across the end of the rectangle and draw line dividing rect- 
angle into two squares. Write figures in each square to correspond 
with the niuuber of dots on each domino. 

11. Use the domino as a pattern for drawing a rectangle and 
write in it the figures, showing combination and sum of dots on each 
domino, or write combinations without the rectangle. These may be 
written in two ways : 

6 

4 4+6=10. 

10 
After the children have learned to make figures, let them write 
the combinations in both ways. 
1 2 2 3 3 G 1+2=3 2+2=4 3+2=5 

112 12 1 1+1=2 3+1=4 4+1=5 



Materials for March : 



Cuttings — Use scraps. 

Pin Wheel — 1 pkg. 6x9-inch tinted construction paper. 

50 common pins. 

50 pieces No. 6 reed each 7 inches long. 
Fences — Scraps of paper. 
Chicken Coop — Scraps of paper. 
Wagon — 1 pkg. 9xl2-inch construction paper. 
Number Book — 2 pkgs. 9xl2-inch manila drawing paper. 

1 pkg. 9xl2-inch construction paper. 

2 pkgs. No. 12 darning needles. 
1 small spool carpet warp. 

Dominoes — 1 pkg. 50 sheets. Fig. 147. 

Box for Dominoes — 1 pkg, 9xl2-inch construction paper. 



APRIL ,v. 

It is difficult to determine which school month of the year is 
most interesting from the construction ppint of view. April brings 
with it all the Easter interests and not only this but also the con- 
struction of baskets to be used on "May Day." 

Cutting and Tearing 

The freehand cutting and tearing for this month naturally cen- 
ter around the Easter interests. The class should cut flowers for the 
May baskets and rabbits and chickens for Easter greetings. 

Clay 

Model rabbits and chickens. 

Easter Basket 

Pass to each beginning first-grade pupil a 9-inch square of tinted 
construction paper and fold into sixteen small squares as shown in 
Fig. 148. As the folding is being done, review the number work with 







riG 149 



riGi46 



I 



Fi3 150 




rio.152 



lOG 



CONSTRUCTION WORK— FIRST GRADE 



the beginners as suggested in the folding of the box for shoe pegs in 
the September outline. 

Cut on all continuous lines as shown in Fig. 148. Fold and 
paste into shape as shown in Fig. 149. Cut the handle freehand and 
paste as shown in Fig. 149. 

Fig, 152 shows a modified form of the basket shown in Fig. 149 
and is best constructed by the pupils of the advanced first grade. 
From a piece of 6x9-inch tinted construction paper cut a 6-inch 
square, and divide it into nine squares as shown in Fig. 150. This 
is not so difficult as it might seem, since no measurement is less 
than two inches. 

It is always understood that all continuous lines are cut. Fig. 
151 shows that each square in the four corners is cut into seven strips 
freehand; that is, the width of the strips is not measured. The 
strips are still attached to the middle square. Cut away every other 
strip, beginning with the second strip from the top or bottom. Fig. 
151 indicates the ones to be cut away. The basket is now folded into 
shape, the free ends of the strips being allowed to overlap, and pasted 
to the center square at each side. Fig. 152. 

The handle is cut freehand and pasted to the outside of the 
basket, thus covering the overlapped strips as shown in Fig. 152. 




Fig 156 



APRIL 



107 



Easter Basket 

Pass to each pupil a 4, 6, or 8-inch square of tinted construc- 
tion paper. From this square a circle is to be cut. To do this fold 
first into halves, Fig. 153, then quarters. Fig. 154, and then eights. 
Fig. 155. 



^■----:;f:;-t 

|e— -)^- — -I -^--—A 

-I ->/- y— 

I X I > ■ 




Fisl64 



108 



CONSTRUCTION WORK— FIRST GRADE 



Cut as indicated by dotted lines, Fig. 155. Draw a curved line 
about one inch, from outer edge as shown in Fig. 156. Before un- 
folding, cut along creases to the line just drawn. Unfold. Fold back 
each section of the folding, as far as the cuts will permit, Fig. 15/. 
Tie or paste the edges together. Cut handle freehand and paste in 
place, Fig. 158. 

Easter Basket 

Fold a 9-incli square into sixteen small squares. Review the 
number work in this folding, as suggested in previous exercises. Fold 
each corner to the center, and then to the corner beyond the center. 
Fig. 159. Cut as indicated by continuous lines shown in Fig. 160. 
Paste or tie as shown in Fig. 161. 

It will be observed that the creases indicate very definitely the 
lines to be cut. This may be a little confusing to the pupils at first, 
but if the teacher will work out the folding before giving it to the 
class more definite directions can be given. 

If so desired the points may be turned outward as shown in 
Fig. 162. 

Figs. 163 and 164 show other hanging baskets made from fold- 
ings. These were mentioned in the December outline to be used as 
Christmas tree decorations. 

Any of the baskets made in December are quite suitable for May 
or Easter baskets. 

It will be remembered that May baskets as well as the Easter 
baskets are made during this month. 

Bird House 
Material : 

One sheet of 6x9-inch construction paper. 

Purpose : 

To interest the pupils in the care and feeding of birds. 
Incidentally, to teach number, skill, neatness, , 




Fi3l65 



Fio 166 




ria 167 



APRIL 109 

Presentation : 

After a general talk on the care and feeding of birds, present 
the finished bird house. Call attention to the slanting roof, which 
is an advantage in shedding rain. The projection in front gives the 
bird a place to rest and makes it easy to enter. Call attention to 
the openings of bird houses. The size of the openings depends upon 
the kind of bird that is expected to live in the house. Tell about 
some birds driving other birds away if the opening in the house is 
large enough to admit all sizes of birds. 





*Tis night no more, 
The battle's o*er. 
The Easter Bells are 

ringing. 
The white dawn breaks. 
The world awakes. 
And Easter songs are 

singing. 



Fig. 168 Finished Card — Verse. 



Pass to each child a 6x9-inch piece of construction paper. Place 
the ruler along the long edges of the paper and place dots 4 inches 
from the short edge. Connect dots by a straight line and cut on same. 
We now have a rectangle 4x6 inches. How much longer is the 



110 



CONSTRUCTION WORK— FIRST GRADE 



rectangle than it is wide? What is the' length of the two short edges 
together ? What is the length of the two long edges together ? What 
is the length of one short edge and one long edge together? How 
many inches around the rectangle? 

To construct the bird house fold one short edge so it coincides 
with four inches of the long edge. This gives the diagonal as in- 
dicated by dotted line in Fig. 165. 

Fold the rectangle marked "A" over on to the square and proceed 
to fold the square into sixteen small squares. Allow the part "A" 
to unfold and of the sixteen squares cut and fold the house as di- 
rected in a previous outline. The part "A" forms the bottom and a 
projection to the front and back. Cut away part of each projection. 
Allow the one in the back to fold upward and paste to the end of the 
house. The corners of the one in front may be rounded. 

From the remaining paper cut a piece of 2x6 inches. Apply 
paste to a good portion of the strip and roll around a lead pencil. 
This is similar to the way the logs were made in the construction 
of the log house. Remove pencil and allow the tube to dry. When 
dry cut down to abovit ^ or | inch as shown in Fig. 166. Press these 
strips outward and paste to bottom of house as shown in Fig. 167. 




rial69 



Easter 
Verse 



r^a 170 



Fig 171 



APRIL 



111 



mnnnn 

t TX TT 

lonxr 
zcncnc 

irxr T 

I [ m in 



Fig. 172 Geometric Forms (Colored) 

Easter Cards 

Most attractive Easter cards may be made by combining the vari- 
ous tinted construction papers. 

Fig. 168 shows a finished card and folder. Fig. 169 shows the 
drawing of the folder. Fig. lYO shows verse printed on a rectangular 
piece of construction paper of one tint pasted to a larger rectangle 
of another tint, and then to the inside of the folder. Fig. 171 shows 
the folder when closed. 

Very interesting Easter stickers of little chickens and flowers may 
be found in the market. 

Envelope 

From construction paper make an envelope into which the col- 
ored geometric forms used in the geometric game may be placed when 
not in use. 



112 



CONSTRUCTION WORK— FIRST GRADE 



square 


oblong 


cucjL 

circle 


diuii'icjL/ 
triangle 


hexagon 


octagon 


red 


violet 


blue 


OASJtyyU 
green 


yellow 


orange 


orange 


red 


violet 


■vCuJty 

blue 


green 


yellow 


yellow 


orange 


Atcb 
red 


violet 


blue 


green 


green 


yellow 


orange 


red 


violet 


blue 


•vtuju 
blue 


green 


yellow 


orange 


red 


violet 


violet 


blue 


green 


yellow 


orange 


red 



Pig. 173 Geometric Board. 



The envelope may be constructed similar to the one made in 
September and used as a "cutting envelope." Use the 12xl7-inch con- 
struction paper. 

Geometric Game 

Fig. 172 shows six diiferent geometric forms. The forms are 
printed in six primary colors. Allow the pupils to cut around the 
outer edge of each form. 

Fig. 173 shows the board on which the geometric forms are to be 
placed. In the top row of rectangles, are found the names of the 
various forms in both print and script. 

In the squares just under these names the pupils will place the 
form asked for in print and script and also the right color. This 



APRIL 113 

iriakcs a most fascinating line of seat work and adds to the child's 
vocabulary — new words in both print and script. 

Other Ways of Using the Board 

The board may be used on which to place other counting ma- 
terial, such as shoe pegs, lentils, seeds, etc. 

The colored geometric forms may be used in laying borders and 
other designs. 

Materials for April: 

Cuttings — Use principally scraps. 

Easter Baskets — 2 pkgs. tinted construction paper. 

Bird House — 1 pkg. 6x9-inch construction paper. 

Easter Sentiments — 1 pkg. of 50. 

Geometric Game — 1 pkg. of 50 colored sheets. Fig. 172. 

Geometric Board — 1 pkg. of 50 sheets. Fig. 173. 

Envelope for Geometric Game — 1 pkg. 12xl8-inch construction paper. 



MAY AND JUNE 

This is the last of the series of chapters on primary construction 
work for the first grade. The fact that a few suggestions may seem 
out of season is due to the fact that each month has been so full 
that space and time did not permit their appearance in the earlier 
chapters. 

Cutting and Tearing 

This season of the year so abundantly furnishes suggestions for 
cutting and tearing — jumping rope, playing with jackstones, playing 
with marbles, etc. The spring vacation has just closed and with it 
came numerous activities pursued by the children. Moving day is 
full of suggestions of cuttings. 

Clay Modeling 

Any of the above named suggestions are equally suitable for 
the work in clay, which should precede the cutting. 

Badges 

Badges similar to those constructed for Lincoln's and Washing- 
ton's birthdays may again be made for Memorial Day. For direc- 
tions see February outline. 

Flower Pot and Plant 
Purpose : 

To interest the pupils in nature drawings and construction. 

To afford opportunity in color combinations. 

To give a basis for blackboard language and reading. 

Material for the Room : 

1 pkg. of 6x9-inch construction paper. 

Scraps of tinted construction and engine paper. 

Presentation : 

It is usually easy to interest pupils in nature forms. A potted 
plant in bloom in the schoolroom would add much to the interest and 
aid the pupils in the right forms of construction. Choose a simple 
form such as the tulip. 

To Make the Flower Pot 

Fold a piece of 6x9-inch construction paper into halves length- 
wise and cut on crease. Place the ruler along the long edges of one 

114 



MAY AND JUNE 



116 



of the halves and place points, four inches from short edge. Connect 
points by a straight line and cut. Each pupil now has a rectangle 
4x3 inches. 

A few practical questions on number may be asked at this time : 

How long is the rectangle (oblong) ? 

How wide is the oblong? 



1 
1 

1 
y 1 


_l 


1 
1 
1 
._| 

1 y 


Vr 


-1 — 


1/ 


1 
1 


_j__ 


T 



Fig 174. 



TlO 177Fic3 176 



1 1 i 

' ! ' 
1 1 


\l 1 1/ 



Tig 175 




Fiq175 



116 



CONSTRUCTION WORK— FIRST GRADE 



How much longer is it than it is wide? 

Draw a line equal in length to the two short edges put together. 

Draw a line equal in length to the two long edges put together. 

How many inches is it half way around the oblong? 

How many inches all the way around the rectangle ? 

Fold the oblong just cut into sixteen equal parts, Fig. 174. Draw 
the continuous slanting lines, as shown in Fig. 174. 

Review the number work suggested in previous exercises. 

Cut on the continuous slanting lines and fold the top row ob- 
longs over onto the remainder of the folding, Fig. 175. 




FicBlSl 



T\a ISO 




ric3l64 



MAY AND JUNE 



117 




Fic3l85 




Tiq186 




Fig 186 




Fig187 




I 



^ ^ 






1 1 






11^ 



^^H^ 



^i 






/: 






^11 
I 



X 



Fig189 



To Cut the Flower 

From a piece of colored paper cut freehand the flower, as shown 
in Fig. 176. 

Cut the stem of green paper, Fig. 177. 



The Leaves 

From green construction paper have the pupils cut the leaves, as 
shown in Fig. 178, 



118 



CONSTRUCTION WORK— FIRST GRADE 



Assembling the Parts 

Paste the flower pot to a 9xl2-inch piece of construction paper 
about two inches from one of the short edges. 
Assemble the parts, as shown in Fig. 179. 

Group Prablem — The Circus Parade 

There is no group problem so interesting to pupils of the lower 
grades as that of the Circus Parade. 

The work in this connection should be made as simple as possible. 

No attempt should be made to construct the cages in three dimen- 
sions. The pupils should be allowed to cut the cages from one piece 
of paper. 

Cutting Animals 

Have the pupils cut freehand such animals as may have been seen 
at the park or the circus. 

Cutting the Cage 

Pass to each pupil a piece of construction paper 4x3 inches. Fold 
in center as Fig. 180. Cut as shown in Fig. 181. Unfold and Fig. 
182 is the result. Cut the wheels by using a milk bottle top for a 
pattern. 

Assembling the Parts 

On a piece of black or any other dark construction paper 4x3 
inches paste the animal. Over the animal paste the cage and to the 
cage paste the wheels, as shown in Fig. 183. This may be enlarged 
upon by cutting horses and pasting so as to be drawing the cages. 
(Fig. 184.) 



■i 

i 




r,al90 




r.ei33 



MAY AND JUNE 



119 



A driver might be cut and placed on the cage. Lead pencil lines 
may be drawn from the horses to the hands of the driver. (Fig. 184.) 

The whole exercise is pasted to a 9xl2-inch piece of manila draw- 
ing paper. 

By stretching a piece of wall paper, figured side next to the 
board across the top of the blackboard, a most interesting circus 
parade may be mounted on it. 

Bird Cage 

Fold a piece of 9x12 inch construction paper as indicated by the 
dotted lines in Fig. 185. Fold double as shown in Fig. 186, and cut 
as shown in Fig. 187. Unfold and Fig. 188 is the result. Cut, free- 




r\G\3A 





riQi35 



Fig 196 




FiGl97 



120 



CONSTRUCTION WORK— FIRST GRADE 



hand, a bird. Paste the bird on to the window pane and then the 
cut cage over the bird. Fig. 189 is the result. 

Berry Basket or Box 

This is the season for the early small fruits, so the pupils 
naturally are interested in the berry basket or box. 

Fig. 190 shows the drawing for the box. 

For the children the box may be made of a 5, 6, 7, or 8-inch 
square, folded into sixteen small squares and cut as shown by the 
continuous lines in Fig. 190. Fig. 191 shows the box cut and sides 
turned upward. 

Fig. 192 shows the band for encircling the top. It is folded 
lengthwise through the center, one-half placed on the inside of the 
basket and one-half on the outside around the top edge. A single 
strip cut freehand may be used instead of the double strip. Fig. 
193 shows the completed basket. 

Another Berry Basket 

Have the pupils fold an eight-inch square first into halves, then 
quarters, and finally into eights by folding the diagonal as shown in 
Fig. 194. Cut a circle by following the dotted lines. (Fig. 194.) 




FiQl5a 




r\G 199 



Fig 200 



MAY AND JUNE 121 

Cut along the dotted curved lines at each side as shown in Fig. 195. 
Unfold and Fig. 196 is the result. Turn each division upward, leav- 
ing a circular hottoni with a diameter of two or three inches. Allow 
the different parts to overlap and paste. (Fig. 197.) A strip may be 
cut about one inch wide and long enough to reach around the top of 
the basket. Fold the strip into halves lengthwise. Paste the strip 
around the top the same as was suggested for the square box. 

y Reins 

This is the season of the year when girls as well as boys are 
interested in all outdoor games, especially in playing horse. This 
interest creates a real need for something that may be used for reins 
in playing horse. The chain-stitch or finger crocheting, as it is 
often called, finds a place at this time. Make the reins of macrame. 
Begin by making a circle at one end of the cord as shown in Fig. 198. 
The fingers pass through the loop shown at A, catch the cord at B, 
and draw the cord double through the loop A. The part drawn 
through forms another loop through which the fingers again pass 
and a second loop is drawn through. Continue until a piece long 
enough for reins is made. Fig. 199. 

Fig. 200 shows a chain-stitch of two cords using two colors. 
First one string is pulled through the loop and then the other. 

Materials for May and June: 

Cutting and Tearing — So far as possible use scraps. 
Badges — 1 pkg. red 6x9-inch construction paper. 

1 pkg. blue 6x9-inch construction paper. 

1 pkg. white 6x9-inch construction paper. 
Flower Pot and Plant — 1 pkg. 6x9-inch construction paper. 

Scraps of paper, bright colors. 
Circus Parade — 3 pkgs. 9xl2-inch construction paper, different colors. 

Scraps for the animals. 
Bird Cage — 1 pkg. 9xl2-inch construction paper. 
Berry Box — 1 pkg. 9xl2-inch construction paper. 
Berry Basket — 1 pkg. 9xl2-inch construction paper. 
Reins — Three balls of macrame cord. 



Construction Work 

for the 

Second Grade 



SEPTEMBER 

It must be remembered that the Beginning Second Grade is 
simply a short step beyond the Advanced First Grade. For this rea- 
son the beginning second grade work should be very little more diffi- 
cult than that of the first grade. The pupils have been away for a 
long vacation, and have seemingly forgotten much of the work done 
during the previous year. It will, therefore, be necessary to begin 
with simple exercises. In the first grade, only the inch division of 
the ruler is used. It might be well to continue in the inch divisions 
for the month of September for the second grade. Even a combina- 
tion of folding and measuring for the first two or three exercises 
might be profitably used. 

Cutting and Tearing 

Freehand and imaginative. 
One-piece cutting. 

Purpose : 

To train the mind, hand, and eye to work together. 
To teach originality and the power to create. 

Material : 

Number paper, tinted construction manila drawing, and kraft 
paper. When language or drawing paper has been used only on one 
side, it may again be used in the cutting and tearing. 

Presentation : 

At the beginning of the year the cuttings should be free-hand, 
and from memory or imagination. The cuttings should be done in 
one piece, thus avoiding the assembling of parts in the early part 
of the year. The pupils, after a long vacation, are full of ideas 
growing out of their holiday experiences. As in the first grade, all 
cuttings should be preserved. A cutting book w'll be constructed 
some time during the month of October, into which each child's 
best cuttings will be mounted. 

Cutting Envelope 
Purpose : 

To provide a way of caring for cuttings until mounted in cut- 
ting book. 

To provide for easy measuring. 

125 



126 



CONSTRUCTION WOBKSECOND GRADE 



Material : 

50 sheets of 12xl8-inch manila, drawing paper or tinted construc- 
tion paper. 

50 sheets of 6x9-ineh manila drawing paper or tinted construc- 
tion paper. 

Presentation. : 

As in the first grade, the pupils themselves can appreciate the 
value of the cutting envelope because of the necessity which has been 
created for it through caring for the freehand cuttings. 

Allow the pupils to suggest various ways the envelope might be 
constructed. One whole lesson can be very profitably spent in plan- 
ning with the class. 

Construction of Envelopes 

Place the paper on the desk so the 12-inch edge is parallel with 
the front edge of the desk. On the long edge, and two inches from 
the front corners, place dots. Connect these dots by a straight line. 
rig. 1. Fold the opposite 12-inch edge to meet the line just drawn, 
and crease well. Fig. 2. Fold the two-inch strip so it closes what will 
be the opening in the envelope. Fig. 3. 




SEPTEMBER 



127 



Fio 4- 



K 




F.g 5 

Place the envelope so the closed edge is parallel with the front 
edge of the desk. Place the ruler along the right open side of the 
envelope so one long edge of the ruler coincides with the edges of the 
paper. With a pencil draw a line along the opposite edge of the 
ruler. The line just drawn is as far from the edge of the paper as 
the ruler is wide. Fig. 4. Cut on this line, cutting only one thick- 
ness of the paper. Cut on the crease above and below and two 
rectangular pieces of paper fall away. Fig. 5. Repeat for the op- 
posite side. Paste the extended pieces "a" and "b" on to the en- 
velope, thus closing the sides. Fig. 6. Fig. 7 shows an envelope 
decorated by using Waldcraft sticks and dyes. The decoration may 
be carried out in paper. 

Waldcraft Sticks: 

The Waldcraft sticks and the Waldcraft pads may be obtained 
from regular school supply houses. These pads are saturated ,vith 
color. The sticks are used very much as a rubber stamp is used. 
The stick to be used is pressed down on the saturated pad and then 
pressed on the paper, as shown in Fig. 7. 

Purpose: ^^ 

To be used for number cards up to ten. Fig. 8. 

To continue the concrete construction work of first grade. 



128 



CONSTRUCTION WORK— SECOND GRADE 




Fig. 7 Finished Envelope with Block Printing. 



Material ; 



One hundred 9xl2-in('h pieces of manila drawing or tinted con- 
struction paper. 

Each child has ah-eady had the set of number cards up to ten. 
The cards have been cut apart as directed. In his own mind a 
necessity for the box has already been created. Plan with the class 
the construction of a desirable box to hold the cards. This exercise 
may be a combination of measuring and cutting. 

Put such questions as the following to the class : 

How . long must the box be to hold the blank card with the 
number 10 at thei top ? How wide ? 

If the box is just as long and as wide as the card, will it be large 
enough ? Why ? 

How much larger do you think it should be? 

How deep would you like your box? 

What color would you like ? Why ? 



Construction of Box 

It will require two 9xl2-ineh pieces of manila or tinted construc- 
tion paper to construct the box above mentioned. From the ma^ 
terial furnished, cut two eight-inch squares, one to be used for the 
box and the other for the cover. From the square used for the box 
cut freehand a strip about one-eighth inch wide from two edges. This 
still leaves a square. From this square fold the box. 

From the eight-inch square fold the cover. This difference in 
size makes it possible to easily remove the cover. 



SEPTEMBER 



129 



2 


6 


8 


10 


14-1 


3 


3+3 


2 + 1 


4+2 


4+4 


4 


5 + 1 


5+3 


5+5 


7 


6+2 


6+4 


7 + 1 


7+3 


2 + 2 


9 


8+2 


3 + 1 


9 + 1 


5 


3+4 




6+1 


5+2 


3 + 2 


8 + 1 


6+3 


4 + 1 


5+4 


7+2 



Fig. S Number Card — Addition. 



Fold the squares into sixteen small squares, as in the first grade 
box construction, reviewing the number as the construction proceeds. 

Cut away one row of squares. Cut and fold the remaining three 
rows into box form, making the sides and ends double. For detail 
in construction, see first grade work. 

To strengthen the box, paste down sides and ends. From the 
middle of each side of the cover, cut a small triangle. By so doing 
the box may be held while the cover is being removed. 

How to Use the Number Cards 

(Cut on all continvfous solid lines.) Fig. 8. 
The blank cards on which the short, solid lines are drawn, are 
placed on the desk, ranging in their order from two to ten in- 



130 



CONSTRUCTION WORK— SECOND GRADE 



elusive. The various combinations are picked up, one at a time, and 
placed on the blank cards. 

The short lines indicate the number of combination to be placed 
on each blank card. 

Do not allow a pupil to get into the habit of looking for some 
one particular combination, but have him understand that each time 
he picks there is a place for what he picks and that it should be 
placed whether a combination of two, eight, ten or any other com- 
bination. 

Care of Seat Work 

Each box should be numbered. Each piece of seat work should 
have the corresponding number on it. This makes it easily cared 
for. If a piece falls on the floor, and has been numbered the same 
as the box, it is easily placed in its proper place. 



f; old 


r X ight 


ch: eat 


f ; 


an 


h 


ad 


b iand 


c 


ap 


n 


ame 


d 


, en 


c; old 


1 : ight 


b : eat 


r i 


an 


b 


ad 


h : and 


1 


. ap 


c 


ame 


h 


en 


b; old 


f 1 ight 


m; eat 


P i 


an 


1 


ad 


s jand 


n 


ap 


1 


ame 


m 


en 


t; old 


t : ight 


s : eat 


t : 


an 


m 


ad 


1 ;and 


r 


ap 


t 


ame 


P 


en 


sj old 


n\ ight 


h; eat 


m! 


an 


P 


ad 


St ; and 


s 


ap 


s 


ame 


t 


en 



Fig. 9 Phonograms. 



If the teacher will construct of strawboard, or any heavy paper, a 
number of shallow trays, they may be used to hold the various lines 
of seat work, thus taking it out of the pupils' desks. At any time 
a certain line of seat work is to be used, the tray may be passed and 
each child provided with a box. If this is done for each line of seat 
work, it will be kept in good condition and always in readiness. 

Envelope 

This is to be a small envelope, to be used for phonograms as 
shown in Eig. 9. 

Purpose : 

To give the pupils an opportunity to construct an envelope from 
the experience gained in the construction of the cutting envelope. 

Material : 

A sheet of 6x9-inch tinted construction or manila" drawing paper. 



SEPTEMBER 



131 





n 


ame 






c 


ame 






1 


ame 






t 


ame 






s 


ame 



h II eat I I n || ight | 
"s~]| eat I ( t II ight | 
nTJ I eat | | f || ight j 



H 



eat 



I I ight 



ch 



eat I I r || ight | f7 



s 


old 






t 


old 






b 


old 






c 


old 






f 


old 



Fig. 9A Phonograms Cut and Placed. 

Presentation : 

As in previous exercises the pupils must know what the content 
of the envelope is to be. For this reason a card containing a com- 
plete list of words should be passed to each child. This exercise 
affords a very simple and interesting review of work done last year, 
and may be given to the pupils of the first grade after losing its 
value in the second grade. 

With the 6x9-inch piece of paper on each child's desk, discuss 
with them the various ways of constructing envelopes to hold the 
seat work at hand. 

The Sheet of Phonograms: Fig. 9 

For seat work, first cut along the continuous lines separating the 
different words. Fig. 9. Cut again along the dotted lines separating 
the initial letter from the ending. The parts are all placed in the 
envelope. During a period for seat work, the pupils arrange the 
words in families by first placing the ending and then finding the 
initial letter for each ending, and placing as shown in Fig. 9A. 

Construction of Envelope: 

The envelope for phonograms is constructed the same as the cut- 
ting envelope, only on a smaller scale. 

Pupils should do this without direction from the teacher. 

Box 
Purpose : ^ 

To make a box to hold colored sticks. 

To teach neatness and accuracy. 

To make possible practical number work. 



132 



CONSTRUCTION WORK— SECOND GRADE 



Material : 

50 sheets 9xl2-inch tinted construction paper. 
Library paste. 

Tools : 

Ruler, scissors, lead pencil. 

Presentation : 

It is taken for granted that the pupils have used the colored 
sticks in some previous lesson. They have experienced the inconveni- 
ence of passing and collecting materials. In short, a real necessity 
has been created for the construction of a receptacle to hold the 
sticks. In this case, it is to be a box. 

The size and shape of any box must be determined by its use. 
Since this box is to be used for sticks, and the longest stick is but 
five inches in length, it would not be necessary to make a box seven 
or eight inches long. Put before the pupils the question of length, 
and have them decide what the length should be. Five and a half or 
six inches in length will allow sufficient room to remove the sticks 
with ease. 

Having decided upon the length, the width should be considered. 
The pupijs will find from experience with the sticks on the desk 
that a box two inches wide will be quite wide enough. Have the 
pupils draw a line 6 inches long. Draw a line 2 inches long. 




FiQlO 



riQii 



SEPTEMBER 



133 



It is not at all expected that the pupils will all give the above 
dimensions. It is only questioning on the part of the teacher that 
will lead them to see that any length less than 5^ or 6 inches would 
be too short, and any width less than 1| inches would be too narrow. 

The next dimension to be considered is the depth. This, again, 
the pupils may easily determine from their experience with the sticks 
on their desks. After a certain amount of discussion, it may be 
decided that i or | inch would be quite deep enough. 

Have the pupils draw a line J inch in length. Since the second- 
grade pupils work only in inches and half inches, it might be well 
to decide definitely that the box is to be one-half inch deep. 

There is no doubt but the pupils who are to construct the above 
box have, constructed boxes in the first grade. If so, they are familiar 
with the fact that in order to make the box substantial, the sides and 
ends should be double. 

The question then is : How large must the paper be in order to 
have a box that, when finished, shall be six inches long, two inches 
wide and one-half inch deep, the sides and ends being double? 

In determining this, the teacher 
may draw upon the blackboard a 
rectangle 6 inches long and 2 inches 
wide. See Fig. 10. 

How much must be added to 
one side in order that the box may 
be J inch deep? See Fig. 11. Th? 
sides to be double. 

How much must be addesd to 
the other side in order that the box 
may be J inch deep and double? 
Fig. 12. 

How wide must the paper be 
in order to make the box? (2 inches 
plus 1 plus 1 equals 4 inches.) See 
Fig. 12. 

How much must be added to 
one end in order that the box may 
be ^ inch deep and the end double ? 
See Fig. 13. 

How much added to the other 
end? Fig. 14. (6 inches plus 1 
plus 1 equals 8 inches.) 

In the above way the class determines the dimensions of the 
piece of paper necessary to make the desired box. The rectangle 
drawn is 8 inches long and 4 inches wide. 




Fig 12 



134 



C0N8TBUCTI0N WORK— SECOND GRADE 



Fig 15 




ric3l4 



Many practical questions, similar to the following, may be 
asked of the pupils : • 

Draw a line equal in leng-th to one short edge and one long 
edge of the rectangle. How much longer is the rectangle than it is 
wide? What is the distance around the rectangle (perimeter)? 

What is the length of the two short edges put together ? 

The width is what part of the length? 

The length is how many times the width? 



Formal Number Lesson. 

The following formal number lesson is developed in the above 
construction : 

8 inches+4 inches. 
8 inches — 4 inches. 

8 inches+4 inches+8 inches+4 inches. 
12 inches+12 inches. 
4 inches+4 inches. 
4 inches is what part of 8 inches? 
8 inches-^4 inches. 
8 inches+8 inches. 
The class is now ready to continue the construction of the box. 
After cutting the rectangle 8x4 inches for the cover, cut another 
rectangle 8x4 inches and from it cut a narrow strip about ^ inch 



SEPTEMBER 



135 



riGi5 





FlGlb 




riGiT 

wide from one long edge and another such strip from one short edge. 
This will make the box, when finished, a trifle smaller than the 
cover. 

To make a pattern drawing of the box, place dots on the right 
and left edges one inch from the corners, and connect corresponding 
dots by straight lines. Place dots on the front and back edges one 
inch from the corners, and connect corresponding dots. Fig. 15. 

It will be remembered that all dotted lines are creased and all 
continuous lines are cut. 

In order to secure the double ends and sides, fold the outer edges 
into dotted lines. Slip the ends one within the other, and fold 
rectangle at each end over the end inside of box. Fig. 16. 



136 CONSTRUCTION WORK— SECOND GRADE 

The Cover 

To make the cover, proceed with the box construction. To aid 
in removing the cover, a small triangle may be cut from each side, 
thus making it possible to hold the box while the cover is being re- 
moved. Fig. 17. 

The box is strengthened by the use of library paste, but it will 
remain nicely folded without the paste. 

If, for any reason, the work outlined for September is not com- 
pleted during the month, it should be carried over into October and 
finished before beginning the October work. 

Suggestions for the Use of Sticks 

1. With sticks of different lengths, sort as to length, putting 
all the 1-inch sticks in one pile, the 2-inch sticks in another, etc. 

2. Arrange sticks according to length, — - 



3. Make combinations with sticks of different lengths. Lay a 
5-inch stick; under it lay a 1-inch and a 4-inch stick; then a 2-inch 
and a 3-inch stick. 

4. With the help of a ruler, lay a stick 6 inches long, using any 
number of smaller sticks. The child finds that he may use the fol- 
lowing : 

4 inches 2 inches 

5 inches 1 inch — 

3 inches 3 inches 



1 inch — 1 inch — 1 inch — 1 inch — 1 inch — 1 inch — 

Lay combinations for 4-inch and 3-inch sticks. 

5. Use sticks of different lengths to lay squares, putting the 1- 

inch square in the center, and the 2-inch, 3-inch, 4-inch and 5-inch 

squares outside of that. 

7. Build the sides of a log house. Use sticks of the same length, 
three or four inches long. Lay two sticks on the desk, parallel to 
each other, and not quite the length of the sticks apart. Lay two 
others across these two. Lay two across the second pair. Use as 
many sticks as you wish. Toothp'cks may be used in the same way. 

8. Use 6 sticks, each 3 inches or 4 inches long, to lay a star. 
Lay a triangle and with the other three sticks lay another triangle 
on top of the first one. 

9. A five-pointed star may be made with pegs or 1-inch sticks. 
Use five sticks to lay a pentagon. 



SEPTEMBER 13'( 

On each side of the pentagon, with two other sticks, build a 
triangle. 

10. Use sticks to lay rectangles of different sizes. Lay a 
rectangle 5 inches long and 3 inches wide. This may be done by 
using sticks of various lengths. 

Material for September: 

Cutting Envelope — 1 package 12xl8-inch construction paper. 
Box for Number Cards — 2 packages 9xl2-inch construction paper. 
Envelope for Phonograms — 1 package 6x9-inch construction paper. 
Box for Colored Sticks — 1 package 9xl2-inch construction paper. 
Colored Sticks— 250 each of 1, 2, 3, 4, 5 and 6-inch. 
1 package of Phonograms. Fig. 9. 



OCTOBER 

Cutting and Tearing 

Freehand, covering the imaginative and memory cuttings. 

Relate the cutting to the history, literature, civics and special 
holidays. Most of the cutting in the first grade is in one piece. In 
the second grade, parts of simple illustrations may be cut and as- 
sembled. For example, if, in the illustration there is to be a house, 
a tree, and a man, each may be cut separately, arranged and pasted. 
This gives opportunity for freedom which the drawing does not, as 
it is possible for the pupil to change the arrangement until it is what 
he desires, before making it permanently by pasting. Cut cats, 
witches, pumpkins, etc., for Hallowe'en decorations. 

Purpose : 

To give freedom and originality. 

To train the hand, eye, and brain. 

To give an opportunity to use cutting as a mode of expression. 

The Half Inch 

Some time should be spent in developing the half inch. During 
the month of September, the work was confined to the inch. Use 
rulers marked off in inches and half inches. 

Permit the pupils to measure objects in the room. 

Pass to each pupil a 6x9-inch piece of paper, allowing him to 
measure off the entire piece into half-inch squares. This may be 
done by placing dots one-half inch apart along the long edge and then 
connecting corresponding dots. Treat the short edges in a similar 
way. Cut along the lines, using the small squares to arrange in 
borders. 

Cutting Book 
Purpose : 

To provide a place for the pupil's best cuttings. 

To give experience in simple book making. 

Material: 

3 pkgs. (100 sheets) of 6x9-inch gray manila drawing paper. 

1 ball of macrame cord. 

1 pkg. of 6x9-inch tinted construction paper. 

Presentation : 

The pupil's cutting envelope is the first step toward the con- 
struction of the cutting book. His desire to care for his best cut- 

138 



OCTOBER 



139 




Fig 18 

tings will lead to interest in putting forth his best efforts in the 
construction of the book. 

Construction of Book: 

Pass to each child six pieces of paper 6x9 inches. To give 
practice in half-inch measuring, draw a line on each sheet \ inch from 
one of the short edges. On each line place a dot at center and other 
dots two inches above and below the one just placed. These dots 
will mark the places the sheets should be punched. (Fig. 18.) The 
first page and the last page of the book make the cover, and should be 
of another color than the other pages. 



U^Jlr^ 



Fig. 18A Mounted Cutting Book. 



140 



CONSTRUCTION WORK— SECOND GRADE 



To Tie the Pages: 

Allow the macrame cord to pass through the center hole of each 
sheet. Bring one end of the cord through the hole below the center. 
Bring the same end through the hole above the center, back and 
through the center hole. Both ends are now through the center hole, 
one at one side of the long stitch and the other at the other side. 
With the two ends tie a hard knot. The book is now ready to re- 
ceive cuttings. Fig. 18A shows the finished book. 




Fig 19 



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Fig 25 



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OCTOBER 141 

Lantern 

Construct small lanterns of different colors and sizes. 

Purpose: 

To be used in schoolroom decorations for Hallowe'en. 

To give the pupils an opportunity to construct rectangles. 

To give a practical lesson in perimeter and circumference. 

Material : 

1 rectangle 6x3 inches. 1 rectangle 6x5 inches. 
These rectangles may be made of one pack of 6x9-inch construc- 
tion paper. Library paste. 

Tools : 

Scissors and ruler. 
Presentation : 

Show the pupils a completed lantern. They are always interested 
in schoolroom decoration — so much so that the enthusiasm and in- 
terest need not be created, because they are already there. 

Pass to each pupil a piece of 6x9-inch tinted construction paper. 
He is to measure and cut from this piece two rectangles, one 6x3 
inches (Fig. 19), and the other 6x5 inches (Fig. 20). 

Place the dimensions of the above on the blackboard, and permit 
the pupils to begin work without any further direction. Impress 
upon the pupils to Aise the materials as economically as possible. 

After the rectangles are drawn, ask the class a few questions 
similar to the following : 

What is the length of the two short edges put together? 

What is the length of the two long edges put together ? 

Draw a line equal in length to one long edge and one short edge 
put together. 

How many inches half way around the rectangle? 

How many inches around the rectangle? (Introduce perimeter.) 

Allow the short edges of the 6x3-inch rectangles to overlap one- 
half inch and paste. (Fig. 22.) 

In the 6x5-inch rectangle, draw lines one-half inch from long 
edges and parallel to same. 

Fold long edges together and draw lines \ inch apart from the 
closed edge to the line above. (Fig. 21.) While the paper is folded, 
cut along the continuous lines just drawn. 

Cut away the last strip, as shown in Fig. 21. If narrower strips 
are desired, cut each strip in center, freehand, making them \ inch 
wide. 

Unfold, and paste the slashed rectangle around the cylinder. 
(Fig. 22.) This completes the lantern. (Fig. 23.) Add a string or 
paper hanger. 



142 



CONSTRUCTION WORK— SECOND GRADE 






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By this time a quantity of small pieces of tinted paper has ac- 
cumulated. Pass this around to the pupils, allowing them to con- 
struct other lanterns. 

Double Weaving — Book Mark 
Purpose : 

To give the child an experience in simple double weaving. 
To train the hand, eye and brain to work in unison. 
To give the child the power to work out what he wishes to use 
in his play. 

To prepare for the more advanced basketry in the upper grades. 

Material: 

100 strips 12 inches long and 1 inch wide. 
300 strips G inches long and A inch wide. 

Presentation : 

Show the pupils a completed book mark. Begin the book mark 
by using two contrasting shades of bogus bristol board. Cut two 
strips 12 inches long and i inch wide from one shade. Fold the 
ends of each strip together. Cut six strips, each 6 inches long and 
^ inch wide from the other shade. Fold the ends together. 

Arrange the two long strips in a vertical position, the one on the 



OCTOBER 



143 



left having its folded edge toward you, and the second one its two 
ends toward you. (Fig. 24.) Begin weaving with the short strips, 
an inch from the back left corner. (Fig. 25.) 

Open the ends of the weaver and pass one above and one be- 
low the two parts of the first vertical strip. Close the ends of the 
weaver and pass them between the two parts of the second vertical 
strip. (Fig. 25.) 

Begin with the second weaver at the right edge. Open the ends 
of the weaver and pass one above and one below the two parts of the 
first vertical strip. Close the ends of the weaver and pass them be- 
tween the two parts of the second vertical strip. 





T\q26 



Continue weaving in this manner, first from the left side, then 
from the right side, until the six weavers have been used. By pulb 
ing the open ends of the vertical strips, the weavers are pressed to- 
gether as shown in Fig. 26. By pulling the open ends of the weavers, 
the vertical strips are pressed together. (\Fig. 27.) 

Fig. 28 shows the finished book mark. 

Circular Basket 
Purpose : 

To be used in Hallowe'en party. 

May be useful for a button box in the home. 

Leads to skill in the manipulation of material. 



144 



CONSTRUCTION WORK— SECOND GRADE 



Material : 

200 strips 24 inches by h inch of one color. 

400 strips 12 inches by ^ inch of contrasting color. 

100 four-inch squares of bristol board. 

Construction of Basket: 

When more than two vertical strips are used, as in the circular 
basket (Fig. 31), arrange the four long strips in a vertical position, 
the first one on the left having its folded edge toward you, the sec- 
ond one having its two ends toward you, the third one having its 
folded edge toward you, aad the fourth one having its two ends to- 
ward you. Fig. 29 shows the weaving of the circular basket. 

After the weaving is completed, cut the vertical and horizontal 
strips pointed, as shown in Fig. 30. 

Form the basket by bringing the ends of the vertical strips cut 
pointed, together. Pass each end under the first weaver on the op- 
posite edge. This makes a secure fastening. 

Form the bottom of the basket by folding inward the ends of 






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Fiq30 



OCTOBER 



145 



the weavers. Cut two circular pieces of paper of the desired size; 
paste one circle on the inside and the other on the outside. Fold 
the points outward around the top. Fig. 31 shows the finished basket. 

The forming of the basket is not a difficult process, as the strips 
are woven across on the outside. 

Material for October: 

Finished Cutting Book, Fig. 18A. 

[3 pkgs. 6x9-inch gray drawing paper. 
Cutting Book-] 1 pkg. 6x9-inch tinted construction paper. 
[1 ball macrame cord. 

Lanterns — 1 pkg. 6x9-inch tinted construction paper. 

Double Weaving — 

'1 pkg. of 100 blue bristol board strips. 
1 pkg. of 100 primrose bristol board strips. 



Book Mark 



[2 pkgs. bristol board strips of one color. 
Circular Basket<j 4 pkgs. bristol board strips of contrasting colors. 
[2 sheets bristol board. 




iq3I 



NOVEMBER 
Free-Hand Cutting 

No month of the year is richer in opportunity for cutting and 
tearing than the month of November. 

Choose some particular part of the history for this month and 
have the children illustrate, through cuttings, the happenings of the 
time. Holland is a good subject, as it affords great variety. 

A strip of wrapping paper or ingrain wall paper may be placed 
across the entire front blackboard. This may be used for the cut- 




Fig3Z 



Fig 33 






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T\a36 



146 



NOVEMBER 



147 





Cap and Kerchief. 



tings, as they may be arranged and pasted on it. The fact that it :s 
large will prompt a freedom in cuttings. Cut Dutch homes, wind- 
mills, cows, boats, etc., and arrange to make a Dutch scene. 

If the teacher so chooses, the paper is long enough to let one end 
represent the American shore and the other the English, with the 
ocean between. Cuttings pertaining to England may be pasted to 
one end, and those pertaining to America to the other end. The 
Mayflower may be cut and placed in the ocean. 

Puritan Cap for Girls; Soldier Cap for Boys 

Purpose : 

To interest the. pupils in the early mode of dressing. 
To make real the history of the Colonial days. 

Material : 

One piece of paper 9x12 inches. This may be a piece of news- 
paper. To make full-sized cap use a piece of paper 18x20 inches. 

Construction of Cap: 

Hold the paper with short edges at right and left. Fold right 
and left edges together. Hold paper with creased edge at top. Fold 
right and left edges together. Unfold. Find crease thus formed. 



148 



CONSTRUCTION WORK— SECOND GRADE 



Fold right half of upper edge to this crease; left half. Fig. 32. 
Fold front oblong at bottom upward along front edge of triangle ; back 
oblong upward along back edge of triangle. Fig. 33. Fold corners at 
"a" down, one over the other, at "b." Fig. 34. 

Hold paper by middle points of lower edges. Pull until square 
is formed. Fig. 35. The folding at this point makes a fine cap for 
the girls, as in Fig. 36. 

To finish the soldier cap for the boys, fold lower corners upward 
and outward to upper corner. Spread at the bottom to fit the head. 
Fig. 37. 



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Kerchief 

A very interesting kerchief may be made for the girls by folding 
three-cornered a plain white paper napkin. For the boys, cut a round 
collar out of the napkin. Fig. 38. 

Indian Head-dress 

To make the Indian head-dress, fold and cut a piece of 12xl8-lnch 
construction paper as showii in Fig. 39. Color the feathers with 
colored crayons as shown in F.'g. 40. 

Basket — (Thanksgiving) 
Purpose : 

To give the pupils pleasure. 

To create a desire to do for others. 



NOVEMBER 



149 



Material: 

Tinted construction paper. 

Presentation : 

It is usually customary for the pupils, on special days, to cele- 
brate by having a program, or some little affair that might suggest a 
party. On this occasion, have the pupils of the second grade make 
and give to the pupils of the first grade, little baskets in which pop- 
corn or candy may be passed. 

Construction of Basket: 

Show to the class a completed basket. Have the pupils suggest 
various uses for the basket. Place on the blackboard a pattern draw- 
ing as shown in Fig. 41. 

Pass paper and have them construct by reading pattern drawing. 

If all lines to be folded in any exercise are first lightly scored and 
then folded, the results are more finished. 

Cut handle about | of an inch wide and Y inches long. Since the 
pupils measure only in half inches, cut the handle 7 inches long 
and ^ inch wide. A narrow strip may now be cut from the handle 
freehand, thus reducing the width to | of an inch. Fig. 42 shows 
the finished basket. 





Tig 42 



Fig 41 



Original Basket 

Pass the necessary material to the class and have a basket con- 
structed according to each one's own ideas. 

Spelling Blank 
Purpose : 

To aid the child in keeping systematically the words learned for 
the month. 



150 



CONSTRUCTION WORK— SECOND GRADE 



To give the child an appreciation of his own power in construct- 
ing the simple blank books. 

To lead to more difficult work as he advances. 

Material : 

Five 54 or 6-ineh squares of number i)aper or unruled language 
paper. 

One 6-inch square of tinted construction paper. 

One piece of carpet warp of desirable color, 14 to 16 inches long. 

One darning needle. (Needles may be borrowed of third grade.) 

Presentation : 

Children enjoy the elementary book-making, especially when the 
teacher is enthusiastic. They see the reasons for the book construc- 
tion. The parents can see a reason for it. 

Pass to each child five squares of unruled language' paper and one 
square of tinted construction paper. Fold each sheet into halves. 
Place them one within the other, placing all the white sheets into the 
colored cover. 

To Sew the Book: 



First mark the center of the crease 
down the back by a dot. Fig. 43. Two 
inches above and below this dot place 
other dots. Thrust the needle through 
the entire book at the places the dots 
appear. With the needle threaded, bring 
it through the center hole from the out- 
side, leaving an end of about four inches. 
Bring the needle through the bottom hole 
from inside to the outside. Next, with 
one long stitch, bring the needle through 
the hole above the center to the inside 
of the book. The needle next passes 
through the center hole a second time, 
but this time it is from the inside to the 
outside. There are now two ends at the 
outside of the book, one at each side of 
the long stitch. Tie a hard knot over the 
long stitch. The ends may now be tied 
into a bow knot. 

Plan very carefully some simple decoration for the cover. Cut- 
tings or the stick printing may be used. 




Fig. 4-3 



NOVEMBER 



151 



Number Game 
Purpose : 

To give the pupils practical experience in a construction of prac- 
tical value; and to give them opportunity to use the half inch. 
To provide a simple means of getting simple abstract number. 

Material : 

One piece of 12xl2-inch manila document paper. 
One piece of 6xl2-inch tinted construction paper. 
One strip of bookbinder's cloth 1x12 inches (to be cut at the 
school). Library paste. 

Presentation : 

Present to the class a finished board. A general talk explaining 
its use will add greatly to the constructive interest. 

Pass to each child a piece of tinted construction paper 6x12 
inches. Place dots along the edges 1^ inches apart. Connect cor- 
responding dots by straight lines. Cut on the lines just dravpn, divid- 
ing the sheet into 1^-inch squares. Place the squares in the cutting 
envelope until ready to paste them to the board. 

Pass to each child a 12-inch square of manila document. Place 
dots 1-| inch apart on each edge. Connect the corresponding dots by 
straight lines. Beginning in the upper left hand corner paste a col- 
ored square to every other square marked on the board. We then 
have the board as shown in Fig. 44. Figures as shown in Fig. 45 are 
placed in each blank square. 

To make the board easily handled, it may be cut through the cen- 
ter and the two halves pasted together with a strip of bookbinder's 
cloth 1x12 inches. This acts as a hinge and the two halves may be 
folded like the covers of a book. 






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152 CONSTRUCTION WORK— SECOND GRADE 

Cut a small disc about the size of a twenty-five-cent piece, and 
the board is ready for use. Fig. 45. 

Use of Board: 

Each child with his note book and pencil may make combinations 
by copying the figures in the squares touching diagonally. Forty- 
nine combinations can be made, giving repetition of many of the 25 
combinations : 
5 5 5 4 4 3 1 will be taken from 

5 5 4 4 3 19 the first and second 

— — — — — — — rows. See Fig. 45, 

10 10 9 8 7 4 10 

By using the disc a game may be played very much the same as 
a checker game. The disc is moved from one figure to another 
diagonally, making an example in addition with each move. For 
example, if a start is made by placing the disc on the five in the 
upper left hand corner of the board, and is moved to the next five, 
an example is the result which is written: 

5 

5 

10 
Moving from the 5 to the 3, we have 5 

3 
Moving from 3 to 4, we have 4 — . 

3 8 

Y 

Any number of combinations may be had by moving diagonally 
first in one direction and then another. It is true that each pupil's 
set of examples is different from that of any other in the class. The 
game is to see how many examples each one can get during a period 
of seat work. The game is one in which each pupil may work to 
break his own record. If, during one period, he is able to get but 
20 combinations, he will aim to get more the next period. He may 
also work to get the most of any other in the class. 

The exercise is a valuable one if conducted as suggested above. 
Each teacher, no doubt, will discover other ways the board may be 
used. 

Envelope 
Purpose : 

To provide a way of keeping the number board. 
To give exercise in reading a pattern drawing from the black- 
board. 



NOVEMBER 



153 



Material : 

One piece of 15x20-inch kraft wrapping paper. 
Library paste. 

Construction of Envelope: 

Before beginning the construction of the envelope, the teacher 
and the class should discuss the problem and the material to be used. 
Fig. 46. 

How long must the envelope be? How wide? 

Why is kraft paper better than drawing paper ? 

Why is it desirable to make the envelope of a dark colored 
paper? 

Place the drawing shown in Fig. 46 on the blackboard and have 
the pupils work from it. Care should be taken to make the drawing 
large enough so that it may be seen from all parts of the room. 

Material for November: 

Puritan Cap for Girls or Soldier Cap for Boys — 50 pieces of plain 
white paper 18x20 inches or pieces of newspaper. 

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154 CONSTRUCTION WORK— SECOND GRADE 

Kerchief for Girls, Collar for Boys — 50 white paper napkins. 

Indian Head-dress — 1 pkg. 12xlS-inch construction paper or manila 

drawing paper. 
Basket (Thanksgiving) — 1 pkg. 6x9-inch construction paper. 

[3 pkgs. language or number paper. 
Spelling Blank-j 1 pkg. 6x9-!nch construction paper. 
[Carpet warp. Darning needles — 50. 
CI pkg. 12xl2-inch manila document (100 pupils). 
Number Game-| 1 pkg. 9xl2-inch tinted construction paper. 

[24 inches of bookbinder's cloth. 
Envelope for Game Board — 1 pkg. 15x20-inch kraft paper. (Enough 
for 100 pupils.) 



DECEMBER 
Cutting and Tearing 

This month is rich in opportunities for cutting and tearing. 
Have pupils show, by cutting the gifts they expect to give to various 
members of the family and friends. 

Have all unite in the making of one general Christmas poster 
for the room. Use paper for background as suggested for November. 

Christmas Tree Decoration 
Purpose : 

To create a Christmas spirit. 
To give pupils pleasure. 

To do for others, encoviraging the spirit of giving rather than 
receiving. 

Material : 

Construction paper — odds and ends left from various exercises. 

Much of the first grade work may be duplicated. In many cases 
the exercise may be shown to the class, allowing them to proceed with 
the construction of same without direction from the teacher. 

Christmas Basket 
Material: 

Tinted construction paper. 

Candle wicking, macrame cord, carpet warp or jute to tie the 
corners. 

Presentation : 

Show the class a completed basket. Have pupils suggest various 
uses for same. 



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155 



156 



CONSTRUCTION WORK— SECOND GRADE 



Place on the blackboard a pattern drawing as shown in Fig. 47, 
and have pupils read from the drawing directions for constructing 
the basket. Cut the handle 7 inches long and about g of an inch wide. 
The width may be made ^ inch, then cut, freehand, to about | of an 
inch. Fig. 48 shows the finished basket. 

Other Baskets 

Pass to the pupils any scraps of paper that may have been left 
after other constructions, and have them make original baskets. 

Calendar 

Read what first grade outline suggests on calendars. 

Children have always constructed calendars in school, and prob- 
ably always will, as a calendar has a place in every home. For this 
reason it makes an excellent problem for the schoolroom. 

The calendar gives opportunity for simple drawing or cutting. 



Material for One Second Grade: 

Two pkgs. 6x9-inch tinted construction paper, 
be of a different tint. 
Calendar pads. 



Each package to 



Presentation : 

The construction of the calendar should mean more than just 
the assembling of parts. Fig. 49 shows the assembled parts, which were 
cut by using the following dimensions : 

Largest rectangle, 6x2^ inches. 

Medium rectangle, 5Jx2 inches. 

Smallest rectangle, on which drawing appears, lix3i inches. 

In pasting these various rectangles, apply the paste to only the 
upper edge of each rectangle. 



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FiQ 49 




■Fig 50 



DECEMBER 157 

Before placing any of the rectangles, paste the loop (the hanger) 
at the top of the largest rectangle. 

Envelope 

Fig. 50 gives pattern drawing for calendar folder. 

Pin Case 
Purpose:* 

To make a practical gift for the mother. 

To derive from a gift practical number and skill which shows in a 
neatly and well finished piece of work. 

Material: 

Two 4i-inch squares of construction paper. 
Pins for the case. 

One-half yard narrow ribbon, twine, candle wicking, macrame 
cord, jute, or carpet warp. 
A darning needle. 
A small all-over designed paper, or cover paper. 

Presentation : 

The pin case will find a place in every home. It, therefore, is a 
practical problem. Homes of rich and poor use pins. 

Show the pupils a finished pin holder. (Fig. 53.) In this one 
the cube, as a foundation, will be recognized. This is a season of 
the year when all children are enthusiastic over making gifts. Dis- 
cuss the problem. 

What does the cube measure on each edge? 

How would you begin to construct a cube for this purpose? 

Let some pupil step to the board and make a freehand drawing of 
the pattern. 

To Construct the Cubical Box: 

Pass to each pupil a 4J-inch square of construction paper. Place 
dots on the edges 1^ inch from each corner. Connect corresponding 
dots by straight lines. Cut on continuous lines as shown in Fig. 51. 

Rule and cut a second square in the same way. 

Without pasting, fold one square into cubical box. Allow the 
second square to fold around the first one ; or, in other words, let one 
fit into the other, and paste. This makes the foundation. 

To Cover the Cube: 

The cube measures 1^ inch on each face. 

How long must a strip of paper be to cover four of the faces, 
allowing \ inch for overlapping? 



158 



CONSTRUCTION WORK—SECONL GRADE 




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. How wide must the strip be if A inch is allowed on each side for 
pasting? 

The strip should be 6^ inches long and 2J inches wide. 

Apply paste to the strip and place around four sides of cube, 
allowing ^ inch to project on each side. (Fig. 52.) 

Cut from edge of covering at corners of cube to edge of cube, 
and allow the half inch to paste to surfaces of cube not yet covered. 

To cover the remaining two surfaces, cut two 1^-inch squares. 
From two edges of the l^-inch squares cut freehand a strip about 



DECEMBER 



159 



i inch wide. There still remains a square measuring 1:1 inch. Apply 
paste and place squares on uncovered surfaces of cube. 

When thoroughly dry, with the use of a coarse darning needle, 
run a narrow ribbon or cord diagonally through the cube. Tie a bow 
at one corner and a hanger at the other, as shown in Fig. 53. For 
about three cents enough black-headed and white-headed pins may be 
had to stick into the cube. They are put into four surfaces only. 

Box for Pin Holder 

Every gift should be neatly and carefully placed into a box or 
package. 

Two 6-inch squares of tinted construction paper are required 
to make the box. From the square for the box, cut away a narrow 
strip from each of two sides. 

Measure two inches on each edge from corners, and connect cor- 
responding dots by straight lines. Cut as indicated by continuous 
lines. Fig. 54. 

To make the cover, the 6-inch square is left full size. Measure 
and cut as in box. The sides of the cover are to be double. Fig. 55. 
Instead of folding the edge of sides to the inside, as in the construc- 
tion of former box covers, it is folded to the outside. 

Instead of folding over the end pieces, cut away surplus. Small 
bands of red paper may be pasted around the box. A Christmas 
sticker may be used where the red bands of paper cross. This ex- 
ercise, when carefidly done, makes a very attractive gift. Fig. 56 
shows the finished box. 

Button Book 

This makes a very interesting and practical gift to go into the 
home. Where there are several children, no gift could be more accept- 



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160 CONSTRUCTION WORK— SECOND GRADE 

able coining from a second-grade child, than the button book. The 
actual cost amounts to about five cents. 

Material : 

Two 4i-inch squares of construction paper. 
Buttons of various kinds and sizes. 
Needle and thread. Paste. 

Presentation : 

Fold the 4i-inch squares into halves. On the outside of the fold- 
ing, mark the places the buttons are to be sewed. (Fig. 57.) This 
affords a good opportunity for arrangement. The distance between 
the buttons depends on the size. Sew on the buttons. The buttons 
on each half may be sewed with one threading of the needle. All 
the stitches are on the under side of the sheet. Apply i^aste to the 
second 4i-inch square. 

Place the square on which the buttons have been sewed, the 
stitched side down, on the pasted square. Press well. This covers all 
the stitches and makes it possible to remove any one of the buttons 
without interfering with the next. The card is folded into book 
shape. 

About the middle of the long edges, on each side, and i inch 
from outer edge, punch a hole. Into this hole insert and tie a narrow 
piece of ribbon or twine with which the two halves may be tied in 
book form. (Fig. 58.) 

Envelope 

If the teacher so desires an envelope may be constructed, into 
which the button book may be placed. 

Material for December: 

Basket — 1 pkg. 6x9-inch construction paper. 

[2 pkgs. 6x9-inch tinted construction paper, each package 
Calendars^} to be of a different color. 

[50 calendar pads. 
Folder for Calendar — 1 pkg. 9xl2-;nch construction paper, 
("l pkg. 6x9-inch construction paper. 

A selection of pins. 
Pin Case-J25 yards narrow ribbon, candle wicking, macrame cord, or 

any other material that may be used for a loop. 

50 darning needles — (2 papers). 
Box for f 1 pkg. 6x9-inch construction paper (holly green). 

Pin Case !^^-inch strip red paper (holly red). 

ri pkg. 6x9-inch construction paper. 
Button Book^ Buttons of various kinds and sizes. 
[Needles and thread. 



JANUARY 

Weaving: Iron, Poker, or Kettle Holder 

This is a problem which, when finished, is to go into the home. 
Great care should be used in constructing it as carefully as possible. 

Purpose : 

To aid in bringing about a closer relation between the home and 
the school. 

To aid in giving pupils an appreciation for good color combina- 
tions. 

To aid in teaching pupils to respect labor, and an appreciation for 
hand-made articles. 

To familiarize the pupils with the terms warp and woof. 

To create within the child a desire to do for some one else. 

To continue a line of drawing, leads to the mechanical drawing 
and the practical number work involved, leading to formal number. 

Material: 

A piece of juteboard 5 inches wide and 7 inches long. This may 
be cut from a box, or an;^ stiff scrap paper. 

A wooden needle, which might be made by the boys of the fifth 
grade. 

Presentation : 

It would be a most excellent plan to give each pupil a piece of 
very coarse material — say, burlap — and have them draw out some of 
the threads. Lead them to see that part of the threads run one way 
and part another. Introduce the terms "warp" and "woof." 

While the pupils are threading their looms, use the above terms. 

There are very few pupils who need to be urged to make articles 
for the home. Show the pupils a finished holder. 

To construct the cardboard loom, proceed as follows : 

Place the rectangular piece of juteboard so the short edge5 are 
parallel with the front edge of the desk. 

Draw lines |-inch from front and back edges. (Fig. 59.) Along 
these lines place dots ^--inch apart, and connect corresponding dots 
by straight lines. (Fig. 60.) 

We wish the warp threads to be ij-inch apart, but since the pupils 
of this grade measure only in half inches, the division in quarters must 
be done approximately. 

Between the lines just drawn, and on the front and back edges, 
place dots dividing the half-inch spaces, so we have quarters. Con- 
nect the corresponding dots by straight lines. (Fig. 61.) 

161 



162 



CONSTRUCTION WORK— SECOND GRADE 




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It will be observed that in the first and last half inch, the divi- 
sion is not exactly in the center, but that the dots are placed ap- 
proximately 4 inch from the edges. This is done to avoid too long 
a space in weaving around the edges. 



JANUARY 



IQc 



To thread the loom, first number the .lines as shown in Fig. 61. 
Puncture with the darning needle a hole through each point where 
the vertical lines representing the warp threads meet the horizontal 
lines. 

With a fairly long piece of carpet warp threaded in the darning 
needle, come up through the hole marked 1, leaving an end. Next, 
down through 2, back to the under side of 1. With the end left, and 
the thread in the needle, tie a hard knot close to 1. Come up through 
4 and down through 3 and back to 4. Come up through 4 and cross 
over to 5. Down 5 and up through 6 and back to 5. Down 5 a sec- 
ond time and over to 8. Come up 8, down to Y. Continue in this way 
until the loom is threaded on both sides. 

Caution: Do not draw the warp threads too tightly in threading 
the loom, as allowance must be made for the passing over and under 
of the woof. 

Begin to weave about the middle of one side, weaving around 
edges until once around. Here it will be observed that if the weav- 
ing is continued, the thread (the woof) passes over and under the 
same warp threads as in the first time around. This is due to the 
fact that there is an even nmnber of warp threads. To prevent this 
passing under and over the same warp threads, we must do as the 
Indians do, and that is, to let the weaver pass under (never over) 
two Warp threads, and then continue under one and over until around. 
At this point it is found necessary to pass the weaver (the woof) 
under the Avarp threads again. 




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164 



CONSTRUCTION WORK— SECOND GRADE 



In this way the weaving is continued until the top is reached. 
The passing under of two threads may be avoided by introducing an 
extra warp thread, thus making an uneven number of threads, which 
is absolutely necessary in continuous weaving. This extra thread 
may be put in between any two threads, but only on one side. 

When introducing new woof threads, allow the ends to overlap 
and continue as before. 

Another interesting problem to make in light woodwork, to help 
out in the primary weaving, is that of a small ruler about 8 inches 
long and i inch wide, pointed at one end, as shown in Fig. 62. This 
ruler may be woven over and under the warp threads, as shown in 
Fig. 63. When woven in flat, turn on edge so that it raises the 
threads, as shown in Fig. 64. The weaver (woof) may now be passed 
under the raised threads, and pushed down in place. The ruler may 
now be passed under a series of other threads, and the weaver again 
passed under. 

When finished, break the cardboard along holes, and remove that 
part of the card between the layer of weaving. 

The opening at top and bottom of weaving may now be closed by 
sewing over and over. 



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JANUARY 165 

For this, use the needles that were used in the third grade in 
sewing the word book. 

The holder is now completed. (Fig. 65.) 

The Doll House 

There is no line of work that affords so great an opportunity for 
real, genuine number and language, both oral and written, as the 
construction of furniture for the doll house. 

If the room is not furnished with a doll house, set aside a window 
sill or a table which may be appropriated for this purpose. 

If the teacher is sufficiently interested she may get a couple of 
orange or lemon crates for the asking. 

Place one upon the other, so that the open sides face the room, 
and you have a good foundation for a doll house of four rooms. A 
little stiff paper placed around the sides makes it possible to paper 
the rooms and thus carry out a different color scheme for each room 

It is true that only one doll house is being furnished in the 
schoolroom, but somewhere in the homes there might be found as 
many doll houses as there are children in the room. There are few 
teachers who do not appreciate the value of construction to the chil- 
dren. Most teachers know so well the purpose of this work that they 
are able to defend it when it is criticized by those who do not know 
of its value, and who are inclined to look upon it as mere play. 

The work in the first grade is a combination of measuring and 
folding. The work of the second grade should largely be measuring. 

Purpose : 

To begin to create an interest in the care of the home. 
To create, through the child's interest in construction, an in- 
terest in other lines of work. 

To teach appreciation of harmony of color. 

To make concrete much that is abstract, especially number. 

Material: 

Tinted construction paper for the furniture. 
Tinted construction paper, jute, and candle wicking for the floor 
coverings. 

Mat for Kitchen Floor 

The first covering for the floor may be woven of strips of tinted 
construction paper one-half inch wide. 

The dimensions of the mat must be determined by the size of 
the kitchen floor. If the mat is to be 8x10 inches, proceed as follows : 

One inch from each corner along the edges of the paper, place 
dots. Lay the ruler across corresponding dots, and draw line extend- 



166 



CONSTRUCTION WORK— SECOND GRADE 



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iiig one inch from one edye to one inch from the opposite edge. Fig. 
G6. 

Place dots one-half inch apart on shorter lines jvist drawn and 
connect corresi)onding dots by straight lines. Fig. 67. 

Fold short edges together as shown in Fig. 68, and cut along- 
vertical lines to horizontal line drawn one inch from the edge of the 
paper. Unfold, and the foundation part of the mat is finished. 

Pass to each pupil another sheet of paper of another tint, 8x10 
inches. Place the ruler along the long edges and place dots one-half 
inch apart. Connect corresponding dots by straight lines. Cut into 
one-half inch strips by following lines drawn. Weave these strips 
into the foundation mat as shown in Fig. 70. 

Making a Block Print 

If so desired, small block pr'nts may be made of corks or various 
shaped pieces of wood. The head of a match may be cut away and 
the opposite end of the stick used as a block print. Small sticks, like 
the colored ones used in the first grade, make good square prints. 
Quarter-inch dowel rods, such as are used in manual training, make 



JANUARY 



167 



good circular prints. Small blocks, a quarter, or even a half-inch 
square, at the ends, may be used as prints. With a small file (a 
finger nail file will do), these blocks may be cut or filed across and in 
the edges, so that very simple but interesting prints may be made. 

Fig. 69 suggests a few simple prints made of small pieces of 
wood or corks. 

How to Use the Block Print 

A small piece of felt, or any other piece of cloth that will absorb, 
may be saturated with dye. The block is first pressed to the saturated 
piece of cloth, and then stamped on the surface where the design is 




Fig. 70 Finished Kitchen Mat. 



168 



CONSTRUCTION WORK— SECOND GRADE 



wanted. This is not a slow and tedious process, but one that works 
up very quickly and very effectively. When a mat is finished, a 
block print may be stamped on each light square. If the mat is given 
a coat of shellac or varnish, it makes a good floor covering and looks 
a little like linoleum. 



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JANUARY 



169 



Making a Cupboard 

In the first grade, each piece of furniture was made as simple as 
possible. lu this grade, each piece may be made in parts and then 
assembled. 

Material : 

Two 6-inch or two 8-incli squares of tinted construction paper. 

First. Draw an 8-inch square. (Fig. 71.) 

Second. Use 2-inch measurements, and draw the I'nes as shown 
in Fig. 71. Continuous lines are to be cut. The dotted vertical 
lines should be scored. 

The two lower horizontal dotted lines show position of shelves. 

Third. Fig. 72 shows 8-inch square; one-half to be used for doors 
and the other half for shelves. 

Fourth. Fig. 73 shows where to cut and where to score doors. 

Fifth. Fig. 74 shows cutting of shelves. 

Sixth. Fig. 75 shows folding for shelves. 

Seventh. Fig. 76 shows the way Fig. 71 is folded. 

Eighth. Fig. 77 shows the way the doors are pasted to inside. 

Ninth. Fig. 78 shows placing of shelves and finished cupboard. 

To Make a Bed 

First. Draw a rectangle 6 inches wide and 8 inches long. 
Second. Draw dotted lines 2 inches apart as shown in Fig. 79. 



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170 



CONSTRUCTION WORK— SECOND GRADE 



Third. Draw continuous lines and proceed to fold as when 
making a box with double sides. (See work of former month.) 

Fourth. Cut rectangle 3| inches long and 2 inches wider than 
the box. Fold over 1 inch along sides and paste to head of bed as 
shown in Fig. 80. This adds strength. 

Fifth. Cut rectangle 2| inches long and 2 inches wider than 
box. 

Fold over 1 inch along sides and paste to foot of bed. Cut head 
and foot as shown in Fig. 80. 

By doubling head and foot strength is added to the bed. 

To Make a Table 

First. Draw a rectangle 8 inches long and 6 inches wide. Fig. 



81. 



Second. Draw dotted lines 2 inches apart. 

Third. Cut continuous lines so the square corners will fold and 



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JANUARY 



171 



paste in end, before cutting legs. The several thicknesses add strength 
to the legs of the table. 

Fourth. Cut all remaining continuous lines. See Fig. 82. 

Number Lesson 

How much longer is the rectangle than it is wide? 

Draw a line equal in length to one short edge and one long edge 
put together. What is the distance half way around the rectangle ? 

What is the length of the two short edges put together? 

What is the length of the two long edges put together? 

What is the distance around the rectangle? Use the word 
perimeter. 

What is the perimeter of the top of the finished table? 

To Make a Chair 

First. Draw a 6-inch square. 
Second. Draw dotted lines 2 inches apart. 

Third. Mark lines to be cut. (This is shown in the drawing by 
the continuous lines.) Fig. 83. 

Fourth. Paste and cut, as in table. Figs. 84, 85. 

Making a Davenport 

Follow drawing. Fig. 86. 

Place strip of squares cut away so as to form back. 

Cut openings in back before pasting in place. Fig. 87. 

Making a Dresser 

Drawings 88 and 89 show construction. 



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CONSTRUCTION WORK— SECOND GRADE 



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Poker, Iron or 
Kettle Holder 



Material for January : 

'2 sheets jute board cut 5x7 inches. 

A wooden needle, Fig. 62. 

1 spool carpet warp. 

3^ lbs. jute or cotton roving. 

Doll House- 
Mat for [2 pkgs 9x12 inch construction paper of diiferent colors. 
Kitchen Floor^ 1 box of pads. 
[1 box of sticks. 
Cupboard — 1 pkg. 9xl2-incli construction paper. 
Bed — 1 pkg. 9xl2-inch construction paper. 
Table — 1 pkg. 9xl2-inch construction paper. 
Chair — 1 pkg. 6x9-inch construction paper. 
Davenport — 1 pkg. 9xl2-inch construction paper. 
Dresser — 1 pkg. 9xl2-inch construction paper. 



FEBRUARY 

Pupils of the beginning- second grade may do much of the work 
as outlined for September. 

Cutting and Tearing 
Purpose : 

To aid in doing original work, and to train the mind, hand, and 
eye to work together. To lead to skill. 

Material : 

Number paper. Tinted construction paper. Manila drawing, 
and kraft paper. 

Presentation : 

Pupils have gained, through the story and history of the month, 
numerous ideas concerning the customs and modes of living of the 
people during the times of Washington and Lincoln. Many of these 
ideas may be illustrated in the cuttings and tearings. 

Folding and Cutting for Valentines 

Very interesting cuttings may be made by first folding the paper, 
one, two, or even three times and then cutting. 

To make a double heart for a valentine, use a piece of white 
drawing paper 4x8 inches. Fold the short edges together, then fold 




FiQ90 



the remaining short edges together, as shown in Fig. 90. Draw a 
heart shape on the folded square, and cut on the curves, leaving 
"hinges" as shown. On the inside print a message. Cut a small heart 
from red paper and paste it in the middle of the outside. For other 
suggestions see Figs. 127 and 128, first grade. 

173 



174 



CONSTRUCTION WORK— SECOND GRADE 



Folding for Valentines 
Purpose : 

To gain neatness and accuracy through interest in valentines. 
Material : 

A 4, 5, or 6-inch square of colored. paper. 

Presentation : 

This exercise requires little or no effort on the part of the 
teacher to work up enthusiasm, for it is already there. For the first 
folding, furnish each child with a colored square. By careful ques- 
tioning get from the children as much number and language as 
possible. The following are suggestive questions : 

Wh.at is the shape of your paper? 

How many edges has it? 

"What can you say of their length? 

How many corners? 

What kind of corners? 

Hold paper by two diagonal corners : fold these corners together : 
what is the shape of your paper now ? 




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Fig 94 



FEBRUARY 175 

How many edges has a triangle? More or less than a square? 

How many more has a sciuare? 

What kind of corners has the triangle? How many? 

Unfold the paper : what part of the square is each triangle ? 

Hold paper by corners at ends of crease : fold these comers to- 
gether : unfold : how many triangles are there now ? How many times 
the number of triangles there were before? 

What part of the square is each triangle? 

Find center of square. Fold upper right corner to center : how 
many corners has your paper now? Fig. 91. 

How many more than a square ? 

How many more than a triangle? 

How many square- corners has it? 

Fold the lower left corner to the center. Fig. 92. How many 
edges has your paper now? 

How many more than a square? 

How many times the number a triangle has? 

How many corners? 

How many square corners? 

Fold the other two corners to the center : Fig. 93. How many 
triangles can you see? 

What part of the square is each triangle? 

Reverse the paper so that the closed side is next to you: Fig. 
94. How many squares can you see? 

What part of the whole is each square? 

Find center of the paper: fold each corner inward to the center. 
Reverse paper so you are looking at four squares whose loose comers 
meet at center of paper. Lift loose corner of upper left square. Fold 
it back to upper left corner of paper. Fig. 95. How many triangles 
can you see? How many squares? How many more squares than 
triangles ? 

Fold other corners in the same manner. Fig. 96. 

This finishes the simplest kind of formal folding and may be 
called Folding No. 4. A small picture may be placed in the center, 
thus making a very interesting valentine. 

Modified Foldings 

Fold No. 4 and turn corners downward as shown in Fig. 97. 
Fold Fig. 97 and then fold points inward, as shown in Fig. 98. 

Fold Fig. 98, and instead of folding points under, allow them 
to fold outward as shown in Fig. 99. 

Fold Fig. 99. Turn upward, so that points fold under as shown 
in Fig. 99A. 

There is almost an endless number of paper foldings, of which 
the foregoing are merely suggestions. 



17^. 



CONSTRUCTION WORK—SECOND GRADE 



Envelopes for Valentines 

This may be simply a folder of tinted construction paper, made 
as suggested by the drawing in Fig. 100. Cut on continuous lines. 
Fold on all dotted lines. This makes a square folder. 





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FEBRUARY 



177 



Cutting Envelope 

For details of construction, see September outline. 

Box for Colored Sticks and Use of Game 

See September outline. 

Drawing of Squares 
Purpose : 

To give pupils an opportunity for accurate drawing of corners 
(square). 

Material : 

Tinted construction jiaper. 
Presentation : 

Pass to each child one sheet of tinted construction paper. Place 
the following problems on the board : 

Draw a 2-inch square. 

Draw another square twice as 
long. 

Draw a 6-inch square. 

Draw another one-half as long. 

Draw a 3-inch square. 

Draw another twice as long. 

Draw a 6-inch square. 

Draw another one-half as long. 

Enlarge upon the above. 

Divide the 6-inch square into 
1-inch squares. Do this by plac- 
ing dots on the right and left 
edges, and front and back 1 inch 
apart. Connect corresponding dots 
by straight lines, and cut. 

How many squares in one row ? 
Four rows ? Five rows? Six rows? 

Cut into 1-iuch squares. 

How many 1-inch squares will it take to cover a 4-inch square? 
A 3-ineh square? 

Develop 3 threes and 4 fours. 

Reserve the 1-inch squares for further use. 

Badges 

The badges are constructed for the pupils to wear on the birth- 
days of Lincoln and Washington. They may be used again on Decora- 
tion Day. 
Purpose : 

To arouse patriotism. 

To aid in interesting pupils in the history for the month. 






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In two rows? Three rows? 



178 



CONSTRUCTION WORK— SECOND GRADE 




Material: 

Red, white, and blue tinted construction paper. (Any kind of 
white paper will answer the purpose.) 

Presentation : 

Have the pupils cut from red paper a IJ-inch square, a 1-inch 
square of white paper, and a ^-inch square of blue paper. 

Cut streamers ix4 inches, one of each of the above colors. Ar- 
range as shown in Fig. 101. 

Drawing of Oblong 

Draw two oblongs, each 1x4 inches. 
Draw an oblong 2x4 inches. 
How many square inches will it take to 
cover the oblong 2x4 inches ? 

Draw an oblong 3x6 inches (dark brown). 
Draw an oblong 2jx5| inches (tan) 

Valentines 

To make valentine, use the 3x6-inch and 
2^x5| inch oblongs cut from the brown and tan 
construction paper in the previous lesson. 

Fold the oblongs into halves by bringing 
the short edges together. Place the tan within 
the brown, and tie at the back with any kind 
of twine (candle wicking is very attractive 
material for this). 

Place a message on the inside. 

Folder for Valentine 

Develop with the class the construction 
for a folder. Do this by a series of questions 
similar to the following: 

The valentine is a 3-inch square : how long must the folder be 
when finished? How -wide must it be? 

When making the folder, it is not necessary to have the side flaps 
overlap when folded to center. 

How long must the side flaps be in order to meet at center of 
folder (Fig. 102) ? 

The flap above and the one below must overlap. By making each 
two inches wide, the valentine is held very securely within the folder. 
Very interesting seals may be cut of the tan paper and pasted to keep 
the folder closed. Fig. 103. 



IGlO 



FEBRUARY 



179 



Raffia Mat 

To interest the pupils in woven fabrics. 

To give them an idea how matting is made. The use of ma- 
chinery is emphasized. 

To lead them to see that, from a sanitary point of view, mat- 
ting is better than carpet because the smooth finish prevents dirt 
accumulating; and that matting may be washed without injuring it. 

To teach the pupils the value of a handmade article. 

Pieces of strawboard 6x8 inches (from strawboard boxes will 
do). 

Carpet warp, to be used in threading the loom. 

Raffia to be used for the Avoof. 

Place the 6x8-inch piece of paper so the short edges are parallel 
with the front edge of the desk. Draw lines one inch from the short 
edges across the paper. On these lines, mark oif spaces of 4 inch. 
If i-inch spaces are desired, place a dot between each of the i-inch 
dots. This may be done without the ruler. Pierce the cardboard at 
each dot. 



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To thread the loom, see Fig. 104. Come up through 1, leaving 
an end. Down through 2, up 3, down 4. With the end left, and 
the thread in the needle, tie a hard knot close to 4. Come up 5 and 
down 6. Continue in this way until the loom is threaded. When 
finished, the upper side of the loom looks like Fig. 104. The under 
side looks like Fig. 105. In order to keep the two outside threads 
from drawing to the center, stitch over them in several places. 



180 



CONSTRUCTION WORK— SECOND GRADE 



Serving Table 

Pass to each child an 8-inch square of tinted construction paper 
of the desired color. On the right and left edges place dots 2 inches 
apart, and connect corresponding dots by straight lines. On the 
front and back edges and 2 inches ftom the corners,, place dots. Con- 
nect corresponding dots by straight lines. Cut along continuous lines 
and fold on dotted lines. Fig. 100. Fold, paste, and cut as shown in 
Fig. 107. 

Sideboard 

Pass to each child an 8-inch square. Make a pattern drawing 
as in Fig. 106. Cut, fold and paste, as shown in Fig. 108. 

Stove 

Cut an 8-inch square from a 9x12 inch sheet of tinted construc- 
tion paper. Place dots along the right and left edges 2 inches apart. 
Connect corresponding dots by straight lines. Place dots along front 
and back edges 2 inches apart. Connect corresponding dots by 
straight lines. Cut away one row of squares. Cut and paste into 
box form. Cut feet as shown in Fig. 109. 



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Fold one of the extra squares in halves and paste to front of 
stove f(?r hearth. See Fig. 109. Cut circles of another tint of same 
colored paper, and paste to top. Cut doors freehand, the same color 
as the circles, and paste to the side. Fig. 109. 



FEBBUARY 



181 



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Woven Rugs 

Interesting- rugs may be woven of any of the fiber materials in 
stock for the bedroom, parlor and dining- room. 

These rugs may be woven on a piece of cardboard, threaded on 
one side only. Fig. 104. Care must be exercised in keeping the two 
outside or end warp threads from being drawn in as the weaving- 
progresses. 

Fig. 110 shows several little rugs woven on the cardboard loom. 



Material for February : 

[1 pkg. 9xl2-inch construction paper. 
Valentines^ Use scraps for cuttings. 

[1 pkg. 6x9-ineh construction paper. 
Folder for Valentines — 1 pkg. 6x9-inch construction paper. 

|'50 pieces of 6x8-inch strawboard. 
Raffia Mat<{ 2 lbs. natural raffia. 

\\ lb. color for border. 
Serving Table — 1 pkg. 9xl2-inch construction paper. 
Sideboard — 1 pkg. 9xl2-inch construct'on paper. 
Stove — 1 pkg. 9xl2-inch construction paper. 



182 CONSTRUCTION WORK— SECOND GRADE 




Fijr. 110 Finished Woven Rugs. 



[l pkg. 6x9-incli red construction paper. 
J 1 pkg. 6x9-inch white construction paper. 
Badges ^ i pkg. 6x9-ineh blue construction paper, 
[Sufficient for 300 pupils. 



MARCH 

Window Boxes for Doll House 

The interest in the doll house has not as yet died out. The 
window boxes make a very interesting problem. 

Purpose : 

To arouse interest in the windows at home. 

To aid in reading a pattern drawing. 

To encourage simple mechanical drawing and mathematics. 

Material: 

Tinted construction paper. 

Presentation : 

A general talk on beautifying the home should precede the con- 
struction of window boxes for the doll house. 

Place on the blackboard a pattern drawing for a window box 
when finished, that shall be 5x1x1^ inches. Fig. 110. 

The sides and ends are planned so that the box is one inch deep 
when the paper is left single. Fold the edges of the ends and sides 
inward to crease, making the box one-half inch deep. 



^_!__ 



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Artificial Flowers 

Most attractive flowers may be cut freehand from scraps of colored 
paper as shown in Fig. 111. 

The flower may be cut first as shown at "a," Fig. 111. Next cut 



183 



184 



CONSTRUCTION WORK—SECOND GRADE 





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the stem and leaves as shown, "b," Fig. 111. The flower may now be 
pasted to the stem by allowing the stem to paste to the under side 
of the flower as shown at "c," Fig. 111. A number of flowers are cut 
in this way and pasted to the bottom of the box by fold'ng over about 
. i inch of the stem. 

* Spelling Book 

In addition to the box for initial blends which is a problem di- 
rectly related to the schoolroom administration the spelling book 
should be constructed. This makes a most interesting monthly prob- 
lem, as all communities are interested in spelling. Children should 
be encouraged to keep their spelling books for the year. 

!N^o space will be devoted to a description of the spelling book, as 
its construction is the same as described in Fig. 43. 



Box for Initial Blends (Work in English) 

The pupils have already constructed numerous boxes of various 
colors and sizes. - 

Allow the pupils to have the game of "Initial Blends." 

Discuss with them the advisability of constructing some sort of 
a receptacle to hold the various parts of the game. 



MARCH 



185 



Purpose : 

To provide a way for the pupils to aid in caring for materials 
used in the schoolroom. 

To provide concrete number work. 

Material : 

Tinted construction paper. Library paste. 

Presefitation : 

Get the pupils to decide which woul-d be better — a box or an 
envelope. If it is thought best to use a box, how long should such 
a box be? How wide? How deep? What kind of paper would be 
good ? Why ? 

A box 3 inches long and 2 inches wide and 1 inch deep would be 
large enough. Try to. keep the dimensions of the box in whole in;'hes. 

If the box is to be 3 inches long, 2 inches wide, and 1 inch deep, 
when finished, how large must the piece of paper be to make the box 
if the sides and ends are made double? 

If the teacher will draw on the board a rectangle 3x2 inches and 
then add the sides and ends while developing the dimensions, a 
foundation is being laid to teach the pupils to think and act intelli- 
gently. Fig. 112 shows the drawing for the cover of the box. It will 
be remembered that all dotted lines are to be folded and all continu- 
ous lines cut. 



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186 



CONSTRUCTION WORK— SECOND GRADE 



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To Make the Box: 

Cut a second rectangle the same as the one used for the cover. 
Since second-grade pupils cannot measure in small fractional parts 
cut freehand a narrow strip between I inch and k inch wide from 
one long edge and one short edge. Proceed with all other measure- 



MARCH 



181 



ments the same as when making the cover. The narrow strip cut 
away will cause the box to be a trifle smaller than the cover. 

The Game 

Fig. 113 shows the game as it comes from the print shop. 

To separate the large sheets into the various parts cut on all 







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188 CONSTRUCTION WOBK— SECOND GRADE 

continuous lines. By so doing the initial letters are fount! on the 
A-arious squares folded by dotted lines which indicate the number 
of ending-s which may be found in the box. 

Care should be taken to not have the pupil spend his time looking 
for the endings of only one initial blend. Have him place a number 
of the squares on which the initial blends are found on the desk, and 
every time he picks up an ending place it in its proper place on the 
square to which it belongs. By so doing every time he picks up an 
ending tliere is a place for it and we get away from the great amount 
of time wasted by looking for jvist one particular ending. 

Go-Cart 

This is a problem in which most children can be interested. It 
follows the play idea, a phase of the work which we cannot afford to 
slight. Through this play interest most valuable lessons may be de- 
rived along academic lines. 

To Make the Cart 

Draw and cut a seven and one-half inch square of tinted con- 
struction paper. On the edges place dots two and one-half inches 
apart. Connect the corresponding dots by straight lines. Cut on con- 
tinuous lines and fold on dotted lines as shown in Fig. 114. When 
folded this makes the box part of the cart as shown in Fig. 115. 

To Make the Hood 

Draw a rectangle 3x8^ inches. On the short edges place dots one 
inch apart and connect corresponding dots by straight lines. On 
the long edges place dots 3 inches from short edges and connect cor- 
responding dots by straight lines as shown in Fig. 116. When folded 
it looks like hood shown in Fig. 118. 

The Wheels 

To make the wheels use a pattern similar to the circular pieces of 
paper used in the tops of milk bottles. 

The Handle 

Fig. 117 shows drawing of handle; one inch of each of the strips 
is pasted to the back of the box part as shown in Fig. 118. 

The parts are assembled and held together by using the small 
black collar buttons. Fig. 118 shows finished cart. 

Fig. 119 shows another way for making the box part of the go- 
cart. A box of this kind requires four wheels instead of two as 
shown in Fig. 118. 



MARCH 189 



Material for March; 



Window Boxes For fl pkg. Gx9-inch construction paper. 

Doll House "1 Colored scraps for flowers. 

(3 pkgs. language or number paper. 

„ ,,. -r. T 1 pkg. 6x9-inch construction paper. 

Spelling Book <, n ^ 

I Carpet warp. 

[2 pkgs. darning needles. 

J 1 pkg. 9xl2-inch construction paper 

Box for Initial Blends 1 50 sheets initial blends. 

J 1 pkg. 9xl2-inch construction paper. 
Cjo-Cart 1 1 pi^g 6x9-inch construction paper. 



APRIL 

Cutting and Tearing 

The cutting and tearing for this month center around the Easter 
interests and the various signs of spring. 

Have the pupils cut and tear flowers, rabbits, chickens, ducks, 
etc. Continue to have the pupils observe the various signs of spring 
and then to cut or tear in paper. Girls jumping rope and boys play- 
ing marbles make interesting cuttings. 

Modeling 

Chickens, ducks, rabbits, model to illustrate games. 

Spelling Book 

Construct a spelling book similar to the one previously described. 

It would be a most excellent plan to make a book for each month 
of the school year. It no doubt would add a great deal to the in- 
terest in spelling and offers excellent opportunity to make practical 
the applied art. 

May Basket 

Single Weave. In the January outline direction was given for 
the weaving of a square mat. This exercise may be repeated at this 
time, but instead of using the weaving as a mat it may be folded into 
an attractive May basket. 

First. Fold diagonal of square mat. Fig. 120. 

Second. Fold edges to diagonal, Fig. 121. 

Third. Unfold, Fig. 122. 

Fourth. Fold on dotted line "ab," Fig. 123. 

This triangle folds to the back, Fig. 124. 

Fifth. Let "a" overlap "b" at back. Fig. 125. 

Punch at back and make hanger of macrame twine or candle 
wicking, Fig. 125. 

Decoration of Basket 

If the teacher so desires the pupils may be allowed to again 
turn to the stick printing. An interesting print might be stamped on 
each light square of the mat, thus adding considerable interest to the 
finished basket. 

Double Woven May Basket 
Material : 

Two rectangles, each 2^x9 inches, of different tints or contrasting 
colors of tinted construction paper. 

190 



APRIL 



191 







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Purpose : 

To keep before the pupils the custom of hanging May baskets. 
To give experience in combining tints of the same color, or com- 
bining contrasting colors. 

To present number in the concrete. 



192 



CONSTRUCTION WORK— SECOND GRADE 



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Fig 125 



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Presentation : 

Present to the class a finished basket. Compare with the double 
woven basket suggested in previous outline, and the Easter basket 
woven of the strips. Take the finished basket apart, so that the 
pupils may see that it is constructed of two rectangles cut into strips, 
each strip being double and closed at the ends. 

Construction of Basket 

For convenience, the basket will be made of blue and white paper. 



APRIL 



193 




IG130 



Cut a rectangle of each color 2^x9 inches. Fold each so the short 
edges come together. Fig. 126. Draw a line 1^ inch from the open 
short edges and parallel to same. Fig. 126. On the line just drawn 
place dots ^ inch apart. Place dots ^ inch apart on the closed edge 
just opposite and connect corresponding dots by straight lines. Fig. 
127. Cut from closed edge along lines just drawn. 

Place the two rectangles at right angles, as shown in Fig. 128. 
Begin to weave the first double strip of the white into the blue strips. 
Open the blue and let the white pass through double. Next, open the 
white and let the blue pass through the white double. Open the white 
and admit the blue. Continue until the end of the strip is reached. 

Allow the woven strip to push along to make room for the second 
strip of the white, which is woven from the bottom. It starts out 
opening the white, allowing the blue to pass through. Continue until 
this strip is woven. Push the woven strips along to make room for 
each new one. Continue until all the white strips are woven. It then 
should look as shown in Fig. 129. 

Round the corners of the rectangles and turn the basket as shown 
in Fig. 130. Add handle of paper. 



194 



CONSTRUCTION WORK— SECOND GRADE 




F.Q132 



May Basket 

Place upon the blackboard the pattern drawing of a May basket, 
as shown in Fig. 131. Make the drawing large enough so that it may 
easily be seen from any part of the room. The pupils understand that 




Fiq136 



APRIL 



195 




Fig. 135 Finished Easter Card. Open. 



all dotted lines are to be folded and all continuous lines are cut. Fold 
and paste as shown in Fig. 132. It will be observed that the quarter- 
inch appears in th's basket. To avoid the quarter-inch have the pupils 
measure a half-inch and then divide the space approximately. 

The band around the top is a strip of paper cut freehand about 
one-quarter inch wide. 

Original Problem 

Pass to each child a 9xl2-inch piece of drawing, or tinted con- 
struction paper, asking each to construct a May basket. 

Easter Cards 

Most attractive Easter cards may be made by combining two 
rectangles of different sizes and colors. On the smaller rectangle 
hektograph an Easter sentiment. A small Easter sticker in the right 
place adds to the card. 



196 CONSTRUCTION WORK— SECOND GRADE 

Fig. 133 shows the dimensions used in the Easter card folder. 
Fig. 134 shows the arrangement of the rectangles and Fig. 135 shows 
the card placed within the folder, while Fig. 136 shows the closed 
folder. 

Word Building Game 

Fig. 137 shows the exercise as it appears on the manila docu- 
ment paper. 

Cut on the continuous lines the same as in exercises mentioned 



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Family Names 


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APRIL 197 

in previous outlines. When cut it will be found that the ending at 
right of sheet will all be left on one strip. Each letter will be found 
separate on a half-inch square of manila document. 

To Play the Game 

The long strip on which the endings are found is placed in a 
vertical position on the desk. Each letter is picked up and placed be- 
fore the proper ending. Encourage the pupils to place each letter 
as it is picked up. They are so often apt to begin Avith the first of the 
list and work down to the end. A great deal of time is lost in this 
way. The idea is to place each letter, whether before the first or last 
ending, just so it is in the right place. 

If it is thought des'rable the initial letters for each ending may 
at first be left in one strip and placed before the endings. In this 
way the pupils become familiar with the work. 

Later cut on the dividing lines and proceed as above mentioned. 

Envelope for Game 

From a 6x9-inch piece of construction paper fold an envelope long 
enough to hold the long strip on wh'ch the endings are printed. 
Material for April: 
Cuttings — Use scraps that have accumulated. 

I'd pkgs. language or number paper. 
Spelling Book-{ 1 pkg. 6x9-inch construction paper. 

[Carpet warp. Darning needles. 
May Basket fl pkg. 9xl2-inch construction paper. 
Single Weave 1 1 pkg. 6x9-inch construction paper of another tint. 
May Basket f 1 pkg. 6x9-inch construction paper (white). 

Double Weave | 1 pkg. 6x9-inch construction paper (blue). 
May Basket — 1 pkg. 6x9-inch. construction paper. 

f Rectangular pieces of construction paper. 
Easter Cards | ^^ ^^^^^^ sentiments. 

Folder for Easter Card — 1 pkg. 9xl2-inch construction paper. 
Word Building Card — 50. 

Envelope for Word Building Card — 1 pkg. 6x9-inch construction 
paper. 



MAY AND JUNE 
Cutting and Tearing 

This is the time of the year when the girls are playing jackstones 
and jumping rope. The boys are interested in marbles. 

Have the pupils cut and tear figures to show pupils in various 
positions. Make the work a group problem, the outgrowth to be one 
large poster for the room. 

Baseball and football make other interesting group problems. 

Badges 

Badges for Memorial Day may be constructed by following direc- 
tions for badges made for Lincoln's and Washington's Birthdays 
(February outline). 

Score Card 
Purpose : 

To give pupils a practical problem in very s'mple ruling. 
To give concrete number. 

Material : 

1 pkg. of 6x9-inch manila drawing paper for the rooili. 

Presentation : 

All pupils are interested in playing games. This interest should 
be directed in such a way as to derive from it the greatest benefit to 
the child. Through h!s interest in games comes an unconscious train- 
ing in keeping systematically a simple record on the score card of 
each member of his class. His desire to know various records in- 
volves a practical line of concrete number which paves the way to ab- 
stract number, which they must have as they advance in the grades. 

Construction of Score Card 

Pass to each pupil a piece of 6x9-inch manila drawing paper. 
Place the paper so the short edge is parallel with the front edge of 
the desk. On the long edges, and one-half inch from the back right 
and left corners, place dots. Connect these dots by a straight line. 
On the remainder of the long edges place dots one inch apart, and 
connect corresponding dots by straight lines. 

Oil the short edges of the paper place dots one inch apart. Con- 
nect corresponding dots by straight lines. 

In the horizontal row of rectangles at the tojj place the number 
(Roman) to indicate the number of row. 

198 



MAY AND JUNE 



199 



The horizontal row at the bottom will be used for totals made 
by the individual pupils of the various rows. The vertical rows of 
squares are for the individual records, as will be shown in the explana- 
tion of the game. 

The Game — Bean Bag 

To make the bag- use ticking, canvas, a heavy unbleached muslin, 
or any other kind of cotton cloth sufficiently strong to hold the beans. 
Corn may be used. 

Usually the "bean bag" game is tiresome because there are so few 
bags, thus making it necessary for pupils to wait while the bags are 
being collected. Have enough for at least six pupils. The game is 
also discouraging to pupils because the board as shown in F!g. 138 
is used in the early part of the game. It is not an easy matter for the 
pupils to get the bag into the holes. 

Make the game simple in the beginning. 

First Game — Place the window pole across two chairs. Place a 
chalk mark on the floor showing where the thrower is to stand. If he 
can throw the bag across the pole give h:m credit for it. 

Second Game — Place two chalk marks on the floor about ten feet 
apart. Have the thrower stand on one and throw the bag so it will 
go beyond the other. 

Third Game — Make a circle of chalk on the floor. Place a mark 
about eight feet from the circle. Have the pupil stand on this mark 
and try to throw the bag in the circle. If he succeeds give him credit. 




Fig 13a 



200 CONSTRUCTION WORK— SECOND GRADE 




Fourth Game — Place several circles of different sizes on the floor, 
giving each a value. Have the pupils stand on the mark and aim to 
get the bag into some one of the circles. 

Fifth Game — Place the vpaste basket on the floor. Have the 
pupils throw from a certain mark. The aim is to get the bag in 
the basket. 

Sixth Game — Fig. 138 shows a drawing of a bean bag board. 
This may be made of two sheets of clothboard, one used for the board 
and the other for the support at the back. The support at the back 
may be held in place by pasting a strip of cloth across the top. 

The larger boys will be glad to cut the holes as indicated in the 
drawing. It is just possible that the boys at work in the manual 
training would make a board of wood. 



Use of Score Card 

The purpose of the score card is to keep each child's record. Each 
square on the card represents a child's seat and into this square his 
score is to be placed. 

If the teacher of the room is teaching the multiplicat'on table of 
the 3's and the first game is being played, then the value of each bag 
thrown over the pole should be three. Each pupil should throw more 
than one bag. If the pupil sitting in the seat indicated by the square 
just beneath the Roman 1 throws three bags and each one is thrown 
over the pole he makes a score of nine and is placed in the square. 

If the next pupil throws three bags and only two go over the pole 



MAY AND JUNE 



201 




riGi45 

his score is six and is placed just under the nine in the square below. 
This is continued until each child has thrown three bags and the 
score card is filled. Each column is then added and the sum placed 
in the space left for the total. 

In game four each circle may be given a different value and each 
pupil throws but one bag. If it is within the circle marked five and 



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202 CONSTRUCTION WORK— SECOND GRADE 






Fig. 150 

the teacher is developing the table of 2's, then his score is five times 
two. Two is taken as many times as is indicated by the value of the 
circle. The smaller the circle the greater the value. This value may 
be any amount the teacher wishes to make it. 

When the score card is filled have the pupils add each column. 

What score did each row make ? 

Which row made the highest score? 

How much more did this row make than any other one? 

What score did all the rows make together? 

The teacher will find numerous other problems for the pupils to 
work out, using the score card as a basis. 

A new score card is ruled for each game, thus making it pos- 
sible to use the work during seat work time. 

Ring Toss Game 

Figs. 139, 140 and 141 show various boards which may be used in 
the ring toss. 

The rings may be made of half-inch rope so spliced as not to 
interfere in any way. 



MAY AND JUNE 



203 




Use the score card in keeping records, the same as in the games of 
the beau bag. 

The Flower Pot 

Draw and cut an oblong of brown construction paper 7 inches long 
and 2^ inches high. Construct from this the flower pot as shown in 
Fig. 142. The half -inch at top is turned over as shown in Fig. 143. 



The Stems, Leaves and Flowers 

The stems of the flowers shown in Fig. 144 may be cut of a light 
green paper. 

Cut the leaves of a dark green paper by folding a rectangle length- 
wise. Fig. 144. 

From scraps of colored paper cut and paste the flowers to the 
stems, as shown in Fig. 145. Any kind of flowers may be selected, 
thus securing a great variety from any one class of pupils. 



204 



CONSTRUCTION WORK— SECOND GRADE 



Fruit Basket 

Fig. 146 shows the pattern drawing for a very simple yet effective 
fruit basket. It is made of bogus bristol board or any other stiff 
paper. 

Fig. 147 shows the sides turned upward, cut into half-inch strips. 
Half-inch strips having a length equal to the perimeter of the bas- 
ket are cut and woven around the basket as shown in Fig. 149. 

Fig. 148 shows the strip for encircling the top edge of the basket. 
It is creased lengthwise down the center, one-half being pasted to the 
inside of the basket and the other to the outside. The strip is cut 
so that the overlapping comes at one end. 

A similar basket may be made by taking ten strips one-half inch 
wide and 4^ inches long and 5 strips one-half inch wide and 9 inches 
long. The five 9-inch strips are laid horizontally on the desk and the 
4i-inch strips are woven across them. 

The cross strips are pushed down so as to form the bottom of 
the basket. The two-inch ends of the strips are now turned upward 
and the remainder of the basket is completed the same as in the first 
basket described. 



The Circus Parade 

There is no problem in the second grade that arouses more en- 
thusiasm than that of the circus parade. It is a group problem in 
which every pupil of the class may be represented. 

Fig. 150 shows a number of cuttings just as they were cut by 
second-grade pupils. A shows a trumpeter, B, C, and D members of 
the band, E the clown, F the Indian, G the camel, H the cowboy, I 




riGi52 




r\G 105 



riGisi 



MAY AND JUNE 



205 



the elephant, and J the giraffe. All the pupils of the room cut each 
animal. The one cutting the best uses his as a pattern to cut all 
others just like it. There are always two or more of a kind in the 
parade. In order to make the animals stand, they must be pasted 
to a rectangular support as shown in Fig. 152. This support is made 
of a strip of paper as shown in Fig. 151. One end of the support is 
pasted to one side of the cutting, as shown in Fig. 153. The other 
cutting, which is exactly the same, is pasted to the other end of the 
support. This makes it possible for the two cuttings to stand. In 
this way two elephants may be held together, two camels, two lions, 
etc. 

The Cages 

The cages may be made of the 9xl2-inch tinted construction 
paper. The construction should be as simple as possible. The folding 
may be made as shown in Fig. 154. One-half inch is folded over 
along the left edge, as shown in Fig. 154. This is left folded while 
the remainder of the sheet is folded into sixteen divisions. Each 
side is folded double and cut as shown in Fig. 154. Fig. 155 shows 
the cage folded into shape and pasted. Fig. 156 shows the wheels 
added to the cage, the driver and horses in their proper places. Some- 
times three or four pairs of horses are attached to one cage. Fig. 157 
shows a fancy cutting which is pasted around the top of the cage as 


























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206 CONSTRUCTION WORK— SECOND GRADE 




Fig 155 




Fig 157 

shown in Fig. 156. One can hardly realize what a wonderfully in- 
teresting group problem this is. The wagons and cages may be made 
more interesting by pasting colored pictures to the ends and sides. 
The wagons and cages may be made of different colors. Do not forget 
the band wagon with the musicians, the chariot, and the wonderful 
calliope which are always a part of the parade. The animals may be 
colored with colored crayons. 




MAY AND JUNE 207 

In the first grade the work was all centered on the flat cuttings. 
In this grade the three dimensions add a great deal to the interest. 

Materials for May and June : 

Cutting and Tearing — Use scraps, as far as poss'ble. 
Badges — Red, white and blue paper, already in stock. 
Score Cards — 50 pieces of manila document 4^x6 inches. 

\ Ring toss, to be made in manual training. 
^^^^^ j Bean Bag. 

x> j ^ P^^" 6x9-inch construction paper. 
Flower Pot -j g^^^^aps of various colors for flowers. 

Fruit Basket — Bogus Bristol Board, cut by the teacher to size. 
Fruit Basket Made of Strips — Bogus bristol board strips. 

1 i 2 pkgs. 9xl2-inch construction pai)er. 
Circus Parade | ^ ^^^ g^^^^ Head collar buttons. 



Construction Work 

for the 

Third Grade 



SEPTEMBER 

With a small amount of money to expend, it becomes necessary to 
plan for the construction work as economically as possible and, at the 
same time, consider the value of the exercise to the child. There is 
great danger of the teacher becoming over-ambitious. Too much is 
expected of young children, and in order to make a good showing the 
teacher unconsciously does much work the children should do. 

Be content with a child's efforts, and choose such work as chil- 
dren can do, and do well. Teachers are often heard to say at the 
close of a lesson, "It is good for a third grade," or "It is good for 
a second grade." Problems given to children should not be so difficult 
but what it is reasonable to expect that they shall be well done. "It 
is good enough" will not do when the exercise may be one better suited 
for a sixth grade rather than a third. 

Do not be deceived by the fancy forms that are often turned out 
by our pupils carrying but little value with them. 

Each exercise given to the pupil should be so planned that its 
construction will aid in the construction of some other exercise a 
little more difficult. Ruler work carefully and accurately done, aids 
greatly in securing careful and accurate work all through the grades. 

Score Cards 
Purpose : 

To teach the child to keep a simple record of each member of the 
class. 

Gives him practical use of the multiplication tables. 

Gives opportunity to do neatly and carefully half -inch measuring. 

To submerge his number and construction into one subject num- 
ber. 

The score card is really a plat of the room, showing the location 
of each child's desk. It thus becomes a lesson in early map drawing, 
as well as construction. 

Material: 

50 pieces of drawing paper or manila document, 4x5 inches. 

Presentation : 

The pupils have just returned from a long vacation. They have 
already played games much of their play time. An opportunity is 
given in this exercise to teach them how to keep systematically the 
score made by each child taking part in the game. 

Have the pupils assist in determining the size the score card 

211 



212 



CONSTRUCTION WORK— THIRD GRADE 



should be. The size is determined by the number of rows of seats in 
the room, and the number of pupils in each row. If there are six 
rows of seats in the room, and each row has a space i inch wide, how 
many inches wide must the card be to show all the rows ? 

If there are seven pupils in each, row, and ^ inch is allowed for 
each pupil, how long must the score card be? 

The rows must be numbered and there must be a place for the 
total score made by each row. If h, inch is allowed for the number of 
the row, and \ inch for the total, how long must the card be? 

After getting from the pupils the desired data, have them meas- 
ure and cut from manila drawing paper or manila document, a rec- 
tangle 3x4| inches. The width and length are determined by the num- 
ber of rows of seats and the number of pupils in each row. Divide the 
rectangle into half-inch squares as shown in Fig. 1. 



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Envelope 
Purpose : 

To hold the score card. 

Provides excellent opportunity for accurate measuring. 

To begin mechanical drawing. 

Material : 

50 pieces of 6x9-incli manila drawing or tinted construction 
paper. 

Presentation : 

The interest in the construction of the envelope has already been 
created through the completion of the score card. The class might be 



SEPTEMBER 



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questioned in regard to necessary dimensions and color. Why is a 
dark color for this particular envelope better than a light colored 
paper ? 

Construction of Envelope: 

From the 6x9-inch piece of paper cut a rectangle 6x7i inches. 

Learning to Read a Pattern Drawing 

Pupils should learn to read a pattern drawing when placed on the 
blackboard. They should be made to feel that a pattern drawing is 
only a mode of expression. It is a language understood by those who 
have learned to read it. 

Pattern drawings and mechanical drawings are thought by many 
to be the same. This is not true. The pattern drawing gives but 
two dimensions, length and breadth; while in the mechanical draw- 
ing the third dimension, thickness, enters. 

In. order to interpret a pattern drawing, have the pupil under- 
stand that two little dots (") placed above and to the right of a figure 

indicate inches. All dotted lines ( ) indicate folding, and all 

continuous lines ( ) indicate places to be cut. Understanding 

this, the pupil will be able to interpret the pattern drawing shown. 
Fig. 4 gives all the dimensions necessary for the construction of the 
envelope for score card. 



214 



CONSTRUCTION WORK— THIRD GRADE 



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With the use of Waldcraft sticks and dyes or paper cutting add 
some simple design. 

The Game 

Draw upon the blackboard a rectangle four feet long and three 
feet wide. Divide rectangle into foot squares. In each square place 
a figure of the multiplication table, from 1 to 12. Fig. 3. 

About 10 or 12 feet in front of the drawing, place a chalk mark 
on the floor. Provide a tennis ball and a damp sponge. Dampen the 
ball on the sponge and allow the pupil in the back seat of row 1, with 
his toes on the chalk mark, to throw the ball. If it strikes within the 
square containing 5, that pupil's score is fifteen, and is recorded by 
each pupil in the room in the half-inch square corresponding to his 
seat. In this case, multiply by three each time the ball strikes. If 
a drill in the multiplication of the fours is desired, multiply by four 
each time the ball strikes. Any multiplier may be chosen from 1 to 
12. 

The object in dampening the ball is to leave a little damp spot 
showing where the ball strikes. The game is played a little quicker 
if two balls are provided. When each child in the room has made 
a score, the remainder of the lesson may be used for seat work. 

Figure 2 shows the score card when filled by the pupils. 



SEPTEMBER 215 

Place upon the board the following problems concerning the score 
card : 

1. What score did each row make? (Fig. 2.) 

2. Which row made the highest score? 

3. Which row made the lowest score? 

4. How much more did row VI make than row I ? 
Make other comparisons. 

5. Find the average score of row 3. 

6. Find the average score of row 4. 

1. What score did the whole room make? 
8. What is the average score for the room? 

Spelling Blank 
Purpose : 

To provide a way of keeping each day's spelling lesson. 

To create a pride and interest in the child to do his work well. 

Material : 

250 sheets of 6x9-inch number paper or the 5ix8^-inch unruled 
language paper. 

50 sheets of 6x9-inch tinted construction paper. 
50 pieces of carpet warp 15 inches long. 
60 darning needles. Paste. 

Presentation : 

After the long vacation the children will be interested in prepar- 
ing and constructing the various exercises that will aid in keeping 
systematically the various lines of academic work. The spelling blank 
is especially interesting. Discuss with the children the construction 
of the book. 

What is a good shape for a spelling blank? Why? 

Name several good colors. Why is each good? 

What materials would you use in making such a book? 

(If the cover is to be decorated) Where would you place the 
decoration ? 

What sort of decoration would you use? 

Fig. 5 shows several simply designed covers which may be used 
for spelling book covers. If the teachers will at first hold 
to combining tints of the same color there will be little or no 
danger of getting away from harmonious coloring. If a dark brown is 
used for the cover use tan or fawn for the design. If gray is used for 
the cover use blues for the design. As the pupils advance, harmonious 
contrasting colors may be used. 



216 



CONSTRUCTION WORK— THIRD GRADE 



Construction of Book 



First Lesson: 



Pass to each child five sheets of the paper above mentioned. Pass 
each child one sheet of 6x9-ineh tinted construction paper. 

What is the length of each sheet? What is the width? 

Pold each sheet down the center lengthwise. How wide is each 
half? Place one folded sheet within the other until all have been 
placed. Place folded cover on the outside. 




Fig. 5 Book Covers with Applied Design. 



SEPTEMBER 



217 



To Sew the Book 

At the center of the crease, down the back, place a dot. Three 
inches above and below this dot place other dots. Force the darning 
needle through the sheets at each dot. 

Thread the needle with a suitable color of carpet warp, and begin 




218 CONSTRUCTION WORK— THIRD GRADE 

to sew by bringing the needle through the center hole from the out- 
side of the book. The needle and the thread are now on the inside. 
Leave a generous end on the outside. Fig. 6. Next, bring the needle 
through the hole just below the center. F.'g. 7. The needle is now on 
the outside. Take one long stitch (Fig. 8) from the lower hole tu the 
hole above the center, passing it to the inside. The needle is next 
brought through the center hole for a second time. There are now 
two ends on the long stitch. Tie these two ends in a hard knot over 
the long stitch. The ends may also be tied in a bow knot. This will 
add just a little to the decorat'on of the book. 

Second Lesson: 

Pasting the Cover 

Turn the cover of the book back. Slip a piece of newspaper 
under the first page of the book and apply paste over the entre page. 
The newspaper will prevent the paste from getting on the other pages. 

Material for September: 

Score Card — 50 pieces of manila document, 4x6 inches. 

,. fl P^g"- 6x9-inch construction paper. 
Envelope for .'^^^^^^^^^^ ^^^^^^^ 

Score Card [waldcraft pads. 

p3 pkgs. manila or language paper. 
Il pkg. 6x9-inch construction paper. 
Spelling Blank^2 pkgs. darning needles. 
Carpet warp, one spool. 
Sticks and ])ads. 



OCTOBER 

Cutting 

Cutting from memory and imagination, as it relates to the aca- 
demic work. 

Cutting in parts and then assembling may be very successfully 
and effectively carried on in the third grade. 

A small amount of cutting from objects may be introduced in this 
grade. 

Cutting of cats, bats, witches, and pumpkins for Hallowe'en 
decorations. 

Cuttings to decorate lanterns. 

Purpose : 

To cultivate the imagination. 

To work for skill in a combination of hand, eye, and brain 
exercises. 

To encourage originality. 

To use cutting as a mode of expression. 

Lantern 

If the teacher so desires, pupils of the third grade, in addition to 
the lantern planned, may construct lanterns similair to those con- 
structed in the first and second grades, measuring each part necessary 
for their construction. If this is done, pupils should work without 
direction. Lanterns of the lower grades may be shown the pupils, al- 
lowing them to get what they can from observation. Pass the neces- 
sary material and let them construct. 

Purpose: 

To create a desire in the pupils to do good work through their 
interest in a pleasing exercise to be used in schoolroom decoration. 
To give opportunity to combine colors. 
To make number work practical through construction. 

Material : 

Tinted construction paper 9x12 inches. 

Tools : 

Ruler and scissors. 

Presentation : 

Third grade pupils have not outgrown the desire to decorate the 
schoolroom for special days. 

219 



220 



CONSTRUCTION WORK— THIRD GRADE 



Fig 9 



h- 



FiolO 

Present to the class a finished lantern constructed by the teacher. 

Pass to each pupil a sheet of 9xl2-inch tinted construction paper- 
It requires a rectangle of 9^x4^ inches to construct the lantern. 

Place the drawing (Fig. 9) on the blackboard and permit the 
pupils, after a few questions like the following, to begin work with- 
out further direction: 

How long is the piece of paper on the desk? How wide? 

What is the length of the drawing of the lantern? How wide? 

From what part of the sheet should the lantern be cut? 

Teach the pupils to use materials as economically as possible. 

The rectangle required may be cut from one corner of the sheet 
of paper, as shown in Fig. 10, leaving a strip 2J inches wide at the 
end of the sheet. 



OCTOBER 



221 




Fig 12 




Fig 13 



Fig 14 



After cutting the 4Ax9^-inc]i rectangle from the sheet, have each 
pupil exchange the remainder of his sheet with some other pupil hav- 
ing another tint of the same color, or a harmonious contrasting color. 

From this piece cut two strips Jxl2 inches, and use as decorative 
bands pasted around the lantern about | inch from upper and lower 
edges. (Figs. 11, 12, 13, 14.) The end piece may be used for other 
simple decoration. 

The decoration applied to Fig. 11 is largely governed by the time 
of the year the lantern is constructed. If in October, the Jack-o'- 
lantern will do; if in November, the Mayflower; and if in December, 
the pine tree. 

Very interesting conventional designs may be made by using the 



222 CONSTRUCTION WORK— THIRD GRADE 

stick printing. Small sticks, circular, square, rectangular and tri- 
angular, may be used as block prints. 

Word Book 
Purpose : 

To have the pupils become familiar, so far as they are able to 
comprehend, with simple book making. 

To submerge construction, drawing, and numbers to one subject — 
construction. 

To construct that for which there is an immediate need. 

To lead the pupils into systematic ways of keeping new words. 

Material : 

Jute board 6x4| inches. 

9xl2-inch white unruled language paper, or tinted construction 
paper. 

Construction paper, 6x4| inches. 

Bookbinder's cloth, 6x2^ inches. 

Needles. 

Super, 1x5 inches. 

Presentation : 

By the time pupils reach the third grade, they are capable of 
fully appreciating some systematic way of keeping lists of new words. 
The way for the construction of a word book has been well paved. 
Some of the points the teacher and the class should discuss before 
beginning to construct are as follows : 

The arrangement of the w#rk on a page. 

How many columns ? 

The size of pages ? 

How shall words be arranged regarding initial letters? 

What are some of the advantages of arranging the words alpha- 
betically ? 

How may the pages be indexed so certain words may easily be 
found ? 

What colors would be good for the outside cover ? Why ? 

Having decided upon the above, the class is ready to begin the 
construction of the book. 

Construction: First Lesson. 

Each child is provided with two pieces of jute board 6x4| inches, 
and a strip of bookbinder's cloth 6x3 inches. Draw a dotted line 
through the center of the bookbinder's cloth vertically. This will 
necessitate finding A of 3 inches. 

At each side draw two continuous lines parallel with the dotted 



OCTOBER 



223 



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line just drawn, and g inch from it. (Fig. 15.) This rules off a 
quarter-inch strip through the center of the bookbinder's cloth. 

Apply paste to the entire strip and lay the jute board covers on 
the strip so the edges just meet the lead pencil lines, leaving \ inch 
between the covers. (Fig. 16.) 

Before beginning to paste, encourage the pupils to bring in news- 
papers. These may be torn in such a way that the pupils always 
have clean pieces of paper on which to paste. 

After smoothing the pasted bookbinder's cloth, the covers are 
ready to be put into the book press. 

Place a small strip of oiled paper down the center of each cover 
to prevpiif the one on top from sticking to the one below. 



Second Lesson: 

The bookbinder's cloth is now dry, and the covers may be handled 
without danger of pulling apart. 

From the marble or tinted construction paper, cut two pieces 
each 3^x6 inches. Apply paste to the paper, and place upon the jute 
board covers, allowing the paper to overlap from i to i inch of the 
bookbinder's cloth down the back. Fig. 17. (The dotted lines show 
the part of the binder's cloth under the paper.) 

The cover paper may extend beyond the edges of the jute board 
covers. The surplus may be trimmed off after the paste has dried. 

The book is now ready to be put into the press for a second time. 



224 CONSTRUOTION WORK— THIRD GRADE 



Marble Taper 




Marble Faper 



Fig IT 



Third Lesson; 



In this lesson the white sheets should be folded into quarters. 
Fold first the short edges together. Fold again the open edges to- 
gether. Each sheet now measures 4|x6 inches. 

Fold each of the white sheets in the same way. After the sheet 
is folded it is called a section. Place sections, one within the other, 
and with the linen thread, sew together in the following manner as 
shown in Fig. 18. 





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Fio19 



OOTOBEit 



225 



Place a dot at the center of the crease at back. Two inches above 
and below this center dot place other dots. (Fig. 18.) Before be- 
ginning to sew, thrust the needle through the sheets at each dot. 

Apply paste to strip of super and paste down the back of white 
sheets. 

Thread the needle with the linen thread and thrust it through the 
center hole from the inside of the sheet. Draw all but about two 
inches of the thread to the outside. (Fig. 19.) 

Thrust the needle from the outside through the hole above the 
center, and draw the thread to the inside. Next, thrust the needle 
from the inside through the hole below the center hole to the outside. 
This makes a long stitch down the center of the back on the inside 
(shown by dotted line). (Fig. 19.) 

The needle is now on the outside (Fig. 19). The needle is now 
thrust through the center hole from the outside, coming through in 
such a way as to leave the first end at one side of the long stitch, and 
the needle and remainder of thread at the other side of the long stitch. 
With the first end and the thread in the needle, tie a hard knot over 
the long stitch. Cut thread, leaving ends about i inch long. 

Do not delay the construction of this book if there is no super, 
as the book may be made without it. Super adds some to the strength 
of the book, as a strip 1x5 inches may be pasted down the back before 
pl-acing the book into the covers. 

Fourth Lesson: 

The book covers may now be removed from the press, and the 
leaves may be placed in the covers. The first and the last pages of 
the book become the linings.- 




Fig 20 



FIC3 21 



Fig 2a 



226 CONSTRUCTION WORK— THIRD GRAD£ 

Slip a piece of newspaper under the first page, and apply paste 
to the page. The newspaper prevents paste from getting on the under 
pages. 

Place the book within the covers, forcing it well to the back. 
Lay cover on pasted page. Slip a piece of newspaper under last page 
of book and paste same as the first.' The book is now pasted within 
the covers. Books are now placed in the press, being careful to use 
some means of preventing the covers from sticking to each other. 
Slip several thicknesses of newspaper under the inside of each cover 
to prevent the pages of the book from absorbing moisture from the 
paste. 

It will be found that the edges are rather irregular, and need to 
be trimmed. This is best done in a large paper cutter such as may be 
found in many schools, or in a print shop. If it is not possible to 
have the books trimmed by machine, allow each pupil to trim his own. 

Fifth Lesson : 

If the teacher so desires the book may now be indexed. Allow 
one page for two letters. The pages are now 6 inches long. Cut from 
the outer edge of the first page a strip ^ inch wide and 5 inches long. 
This allows one inch to remain. (Fig. 20.) On this 1 inch the let- 
ters "a" and "b" may be placed. From your second page, and along 
the outer edge, cut a strip ^ inch wide and 4 inches long; and on this 
remaining strip place the letters "c" and "d" in such a way that they 
are just below "a" and "b" on the first page. (Fig. 21.) 

From the next page cut a strip J inch wide and 3 inches long, 
placing on this page "e" and "f," just below "c" and "d." Continue 
in this way until the last page is reached. 

Material for October : 

Lanterns — 1 pkg. 9xl2-inch construction paper. 

■ 50 pieces of jute board, 6x4| inches. 
3 pkgs. 9xl2-ineh unruled language paper or tinted 
construction paper. 
"W rl "R 1- J 1 pkg. 6x9-inch construction paper, 
i yard bookbinder's cloth. 
2 pkgs. No. 16 carpet needles. 
i yard super. 
-Thread. 



NOVEMBER 
Cutting and Tearing 

This month is as rich for the third grade in freehand cutting and 
tearing as for the first and second grades. 

Across the top of the front hlackboard place a piece of wrapping 
paper or ingrain wall paper. Use this as a foundation on wh'.eh to 
mount the cuttings to be used in building up a Thanksgiving poster. 
A group problem of this sort makes it possible for each member of 
the class to be represented, for the larger cuttings may be placed in 
the foreground, while the smaller ones may appear in the back- 
ground. Emphasize pine trees. These may be used in a New Eng- 
land forest. At least half of the strip of paper may be used as land, 
the other half as water. Cut Indians, wigwams, canoes, Mayflower, 
Pilgrims, Plymouth Rock, animals, and anything else which may 
seem of interest. 

Soldier Cap and Puritan Bonnet 

If the teacher so desires, it might be well to make use of some 
of the work as outlined for the second grade for this month. Children 
of the third grade enjoy being Indians and Pilgrims, and will 
thoroughly appreciate the simple construction suggested for the sec- 
ond grade. 



t I 
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Fig 24 




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Fig 25 



227 



228 



CONSTRUCTION WORK— THIRD GRADE 



Puritan Cradle 
Purpose : 

To aid in getting the pupils interested in Colonial history. 
To give practice in reading and working from a pattern drawing 
placed on the blackboard. 

To make something to be given to some younger child. 

Material : 

One piece of tinted construction paper 9x12 inches. 

Presentation : 

Present to the class a finished cradle. Fig. 24. After discussing 
its construction place before the pupils a pattern drawing (Fig. 23) 
from which they should work. 

How long is the drawing? How wide? 

How much longer is it than it is wide? 

What is the length of one long edge and one short edge put 
together ? 

What is the distance half way around the pattern drawing? 

What is the distance all around (perimeter) ? 

Fig. 25 shows drawing of rocker. 

Multiplication Game 

This game, while listed as one problem, is really made up of 
four problems — the number board, envelope to hold number board, 
board for multiplication table, and the small envelope to hold the 
f-inch squares. 



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NOVEMBER 229 

Purpose: ' r^', Ij 

To teach the pupils to do neatly and accurately a simple ruling 
exercise which leads to more accurate work in the mechanical draw- 
ing: of the higher grades. 

To give the pupils a practical lesson in construction, emphasizing 
the number element. 

To provide a way for a drill in the multiplication tables to be 
used as seat work. • 

Material: ! , . i 

1 piece of 12xl2-inch document. 
1 piece 9x9-ineh manila document. 
1 piece bookbinder's cloth 1x11 inches. 

Presentation : 

The child should know the multiplication table perfectly, and 
this game is an excellent help in mastering it. The making of it 
furnishes the best sort of seat work. 

If at this time the pupils are not familiar with all the multiplica- 
tion tables, use the game only as far as the pupils are able. 

The 12-inch square of manila board is ruled into 1-inch squares. 
This is done by placing dots one inch apart along the right and left 
edges, and then connecting the corresponding dots by straight lines. 
Dots are then i^laced on the front and back edges and the correspond- 
ing dots connected by straight lines. Fig. 26. 

In the upper horizontal row of squares, write the figures from 1 
to 12. In the vertical rows of squares write the figures 1 to 12, using 
the upper left square for each 1. Fig. 26. In order to have this a 
convenient size to keep in the desk, cut the square into halves, and 
paste together with a piece of bookbinder's cloth. It can then be 
folded to a 6xl2-inch rectangle. 

Multiplication Table 

Rule the 9-inch square into |-inch squares by placing dots |-inch 
apart on the outer edges and connecting corresponding dots by straight 
lines the same as in Fig. 26. 

Write the multiplication in this form, using the 144 squares. 
Fig. 27. 

In order to familiarize the children with the table before using 
it for silent work, read it by horizontal rows an'd by vertical rows. 
Compare the first row, either vertical or horizontal, with the other 
rows, and the other rows with the first row; e. g. ; the sixth with the 
first would give 6 is 6 times 1; 12 is 6 times 2; 18 is 6 times 3; etc. 
Or, 6 times 1 is 6 ; 6 times 2 is 12 ; 6 times 3 is 18. 

Comparing the second with the fourth would give this; 2 is 



230 



CONSTRUCTION WOBK—THIBD GRADE 



15 



Fig25 




Tig29 



one-half of 4; 4 is one-half of 8; 5 is one-half of 10; 6 is one-half 
of 12; 8 is one-half of 16; etc. Or, 18 is 3 times 6; 24 is 3 times 8; 
etc. 

When ready to .use for seat work, cut off the upper and left row 
of figures on the 9-inch square, as they correspond with the figures on 
the large square. Cut the rest of the square into its small squares, 
and write number of each little square on the back as it is on the 
front. This makes it easier to handle the game. 

The object of the game is to place the small squares in their 



NOVEMBER 231 

proper places on the large square in the shortest possible time. For 
example, if the child picks up a small square containing the product 
24, it must be placed in the square under 6, opposite the 4 at the 
left. 

If he picks up a product of 32, it is placed under 8, opposite 
4, or in the square under 4, opposite 8. 

When trying the arrangement the first time, let each child note 
the time it takes, and make a note of it. After a few days of prac- 
tice take time again, to see how much has been gained. Let eacli 
child Uave for his aim to beat his own record rather than that of 
someojie else 

It may take more than a half hour to place all the products the 
first time. After a couple of we^ks, the time is sometimes reduced 
to six minutes. The exercise affords excellent drill in number. 

Envelope 
Purpose : 

To hold the number board. 

To give the pupils an opportunity to read and follow a i^attern 
drawing. 

Material : 

One piece of kraft paj^er 14x15 inches. 

Have a class discussion of the various ways the envelope might 
be constructed, and the color and texture of the paper. Why is kraft 
paper better than the manila or gray drawing paper? 

Place Fig. 28 on the blackboard, and have pupils construct from 
the drawing. The drawing on the blackboard should be large enough 
to be seen from all parts of the room. 

How long is the pattern drawing? How wide is it? 

How much longer is it than it is wide? 

How wide are the paste flaps? 

How long and how wide is the flap that will cover the opening at 
the top ? 

Small Envelope 
Purpose : 

To hold f-inch squares on which the multiplication tables have 
been written. 

To give pupils an opportunity to construct an envelope based on 
previous experiences. 

Material : 

Use manila paper such as was used in the construction of the 
large envelope. 



232 



CONSTRUCTION WORK— THIRD GRADE 



Presentation : 

Pass to each child a piece of kraft paper. After a few general 
remarks on the construction of envelopes, ask the pupils to construct 
as large an envelope as poss'ble from a 6x8-inch piece of paper. Fig. 
29 shows pattern drawing. 




Tig 51 





riG34 



NOVEMBER 



233 



Weaving a Stocking Cap 

In Fig. 30 is shown a working drawing of a loom on which a 
child may make a full-sized stocking cap. 

It will not be possible for the pupils of the third grade to con- 
struct the loom. With a simple coping saw frame and blades and 




Fig. 34A Cap in Process of Weaving. 



234 CONSTRUCTION WORK— THIRD GRADE 

an ordinary gimlet, boys of the fifth and sixth grades will find no 
difiiculty in constructing this particular kind of loom. 

If the looms cannot be made in the school the expense will be 
very slight to have them made at a regular carpenter shop. 

The drawing shown at Fig. 30 gives the details of the con- 
struction. 

On a half-inch board of basswood 12x7 inches describe an ellipse 
in the following way: 

Taking as a radius one-half the long diameter, which is equal 
to 0-C, and placing one leg of the compass at D, draw the arcs which 
intersect the long diameter at the points marked A and B. Place 
tacks at the points marked A, B, and D. Loop and tie a string around 
the three tacks. Remove the tack at D and place a pencil point in 
its place. Move the pencil, which is guided by the string, and the 
ellipse is drawn. The second ellipse on which the holes for the pegs 
are marked is secured in the way above mentioned, only making the 
ellipse one-half inch larger. In this case a radius of five inches is 
used instead of four and one-half. The leg of the compass is placed 
one-half inch above D, and the new arcs cut the long diameter at the 
point to the right of B, and at the point to the left of A. 

Place the tacks as before and loop the string around them. 

The holes on the circumference of the larger ellipse are placed 
three-fourths of an inch apart, one-half inch deep, one-fourth inch in 
diameter. 

The Pegs: 

For the pegs use i-inch dowel rods, cut into pieces 1^ inch long. 
The holes may be bored through the ^-ineh basswood. Smooth the 
pegs with sandpaper ; dip one end of each in glue and force them into 
the holes. Fig. 31 shows the dowels in place ready for the weaving. 

To Do the Weaving: 

The weaving on this loom is done the same as when weaving the 
mitten cords on the spool with the four pins. 

Germantown is the best wool to use. The yarn is first twisted 
around the pegs as shown in Fig. 32. After twisting the yarn round 
each peg the weaving is done by holding the yarn just above the 
twist. Fig. 33. 

"With a darning needle lift the loop over the yarn on the peg, as 
shown in Fig. 34. Th's is continued until a piece is woven twice as 
long as the stocking cap is to be when finished. When the weaving is 
completed it is removed from the loom. One end is drawn through 
the weaving until it meets the other open end. These two ends are 
drawn together and a tassel is sewed on at this place. The other open 
end fits on to the head. 



NOVEMBER 235 

Caps, wristlets, mufflers, doll's muff and furs and numerous other 
articles may be woven on the circular loom. 
Fig. 34A shows a cap on the loom. 

Material for November: 

Poster — Use scraps collected from various lessons. 
Soldier Cap and j 50 pieces plain white paper. 
Puritan Bonnet \ 18x20-inch newspaper may be used. 
Puritan Cradle — 1 pkg. 9xl2-inch construction paper. 

C50 sheets of manila document, 12x12 inches. 
Multiplication Game \ 50 sheets of manila document, 9x9 inches. 

[1 yard bookbinder's cloth. 
Envelope for Number Board — 50 sheets 15x20-inch, kraft paper. 
Small Envelope — 50 sheets 9xl2-inch construction paper. 
Stocking Cap — Material to be brought in by pupils. 



DECEMBER 



Pin Case 
Purpose : 

To give pupils experience in handling a new material. 
To give opportunity for design and experience in transferring 
design from checked paper to the cross-stitch canvas. 
To make a practical gift to go into the home. 

Material : 

1 piece of canvas 7x4^ inches. 

1 cross-stitch needle, Saxonia or D. M. C. No. 5. 

2 pieces of light weight strawhoard 3x4 inches. 

Presentation : 

Present to the class a finished pin case. (Fig. 35.) After a 
class discussion as to its use, materials, and combination of colors, 

allow the pupils to begin to de- 
sign. To introduce the work, it 
might be well to have the pupils 
copy a few simple designs from 
the blackboard. Fig. 30 .shows a 
few designs. 

Divide the canvas into two 
rectangles each 3ix4i inches. 

It will be necessary to plan 
carefully. 

The squares on the paper 
should correspond in number 
with the squares on the canvas. 

Copy the design from the 
paper to the canvas in D. M.. C. 

When the cross-stitch work 
is completed, the two pieces of 
canvas are pasted over the straw- 
board. The pasting is done 
around the" edges only and only 
on the quarter-inch, which turns 
over to the under side of the 
board. 

When both boards are cov- 
ered, the two are placed together 
and held together by an over 
and over-stitch, using thread the 
same color as the canvas. 




Fig. 35 Finished Pin Case 



236 



DECEMBEn 



237 



A hanger may be made by braiding three strands of the thread 
used in the design. (Fig. 36.) 

Each gift should be attractively done up in paper or a box. 

Box to Hold Pin Case 
Matenal : 

2 pieces of paper, one 5^x6| inches, to be used for the box, and 
the other 5-2x6^ inches to be used for the cover. 

The box when finished measures 3^x4^ inches and h. inch deep, 
the sides being double. 

The cover measures a trifle more. 

The box is constructed the same as those suggested in previous 
exercises. (See Fig. 37 for pattern drawing.) 

^ Needle Book 

Purpose : 

To interest the pupils in a home problem. 

To give practical experience in constructing a problem involving 

the use of the cross and blanket stitches. 

To aid in cultivating good taste in the combination of colors. 



2 



m 



z 



z 



i: 



ii!ii 



lElz 



kFH 



zEE 



lEE 



S 



III 



llli 



&zi.h 



'S 



l^ 



I?. 








m 



K. 



m 



Fig. 36 Cross-stitch Designs. 



238 



CONSTRUCTION WORK— THIRD GRADE 



-I 



J 



^i"^ 



izi 



^ 



riG37 



Material ; 



Cross-stitch canvas, cut Gx4 inches. 
Cross-stitch needles. 
Mercerized cotton, No. 3. 
Outing flannel, cut 5ix3j inches. 



Presentation : 

Show the pupils a few good pieces of work done in cross-stitch. 
Place on the board several very simple cross-stitch designs, and have 
the pupils copy on checked paper. After they have the idea, permit 
them to make simple designs. Choose either what the pupils did or 
what was copied from the board, and have the design copied from the 
paper to the canvas in Saxonia. 

It will be necessary to plan carefully. The squares on the paper 
should correspond in. number with the squares on the canvas. 

The outing flannel is used for leaves into which the needles are 
placed. These leaves are cut one-half inch shorter and one-half inch 
narrower than the outside cover of canvas. 

The cross-stitch cover and the inner leaves of outing flannel are 
tied together with a piece of mercerized cotton the same as when 
making a pamphlet of paper. 

Fig. 36 shows a few simple cross-stitch designs. 

Fig. 38 shows a finished needle book. 



DECEMBER 



239 



Box 

Construct box for needle book, as suggested for pin case, making 
it of the desired dimensions. F!g. 37. 

Woven Work Bag 

Draw and cut from light weight strawboard an oblong 6^ inches 
long and 7-| inches wide. Strang the loom as shown in Fig. 39, with 

16 strands of raffia, placing 




them around the oblong and 
tying them along the upper 
8-inch edge. Fig. 39. 

Beg'in the wea:ving, 
from right to left, close to 
the lower 8-inch edge. 
When introducing a new 
strand, weave the new strand 
along with the end of the 
old strand for two or three 
inches. As there is an even 
number of strands in the 
warp threads, the weaver 
must be passed under two 
strands of the warp at the 
beginning of each round of 
the weaver. 

Weave close to the upper 
edge. 

Untie the strands along 
the upper edge, hold the bag open, and knot the strands together, 
tying one to the next strand on the right, in a hard knot. 

The edge may be finished with a flat braid, sewed over and over, 
or with a button-hole stitch. 
Use two braided handles. 
Fig. 40 shows finished bag. 



... 



Fig. 38 Finished Needle Case. 



Circle Maker 

If the class has never used a circle maker, have one constructed 
at this time. Strips of a light weight strawboard JxS inches may be 
cut on the paper cutter. These strips are passed to the pupils, who 
cut them ix7 inches. One-half inch is marked off at each end and 
the space between the lines just drawn is divided into inch and 
haif-inch spaces. (Fig. 41.) A small hole is punched at one end, as 
shown in Fig. 41. 

If a two-inch circle is to be drawn a pin is thrust through two 



240 



CONSTRUCTION WORK— THIRD GRADE 



J 1 1 1 1 1 1 1 ! 1 1 



Fig 39 

one-inch marks and forced through a piece of paper which is pLiced 
on a heavy paper on the desk to prevent the pin from going into the 
desk. The pencil point is put through the hole at the end- and swung 
around. Have several circles drawn, having the pupils measure the 
diameter each time. By careful questioning, the pupils will discover 




Fig40 



DECEMBER 



241 



for themselves that the diameter is always double the distance taken 
on the circle maker. 

Introduce diameter and circumference. 

If the pupils have difficulty in holding the pin on which the circle 
maker swings, or if there is any danger of the pin defacing the desk 
top, the center circle may be marked by a pinhole. 



<) . 



Fig. 41. 

The pin point may now be put from under side upward, thus 
bringing the head of the pin on the desk, and giving the pupils an 
opportunity to hold the pin (point upward) while describing the 
circle. 

Blackboard Exercises 

1. Draw a 4-inch circle. 

2. Draw another circle one-half as large. 

3. Draw a 2-inch circle. 

4. Draw aJiother circle one-half as large. 

5. Draw a 3-inch circle. 

G. Draw another circle one-half as large. 

Handkerchief Bag 

There .are a number of interesting bags which may be made of 
raffia, either knotted or woven. 

While the girls are weaving the bag, the boys may weave a cir- 
cular mat. 

Purpose : 

To give the pupils experience in threading a circular loom. 
To give practical number in halves, quarters, eighths, etc. 
To review circumference and radius. 



Presentation : 

Give a short talk on raffia, telling where it comes from, how it 
is dyed, etc. 

Tell the pupils that raffia is not a kind of grass, but that it is 
the stripping of the palm leaf, the kind of palm from which the palm 
leaf fan is made. There is a certain time of the year when the outer 
covering of the palm may be stripped from the leaf. These strippings 



242 CONSTRUCTION WORK— THIRD GRADE' 

are tied or braided into bundles and sold as raffia. Most of the raffia 
used in our schools comes from Madagascar, an island off the eastern 
coast of Africa. 

Construction of Loom 

Draw and cut, of bristol-board or strawboard, a strip 4 inch wide 
and 7 inches long. Mark off as shown in Fig. 41. With this ?trip 
as a circle maker, describe a 5-inch circle, using the center of the 
square of strawboard as the center of the circle. (Fig. 42.) 

Teach the pupils to find the center of the square by drawing the 
diagonals or a portion of the diagonals of the square. (Fig. 42.) 

Divide the circle into eighths, sixteenths, or thirty-seconds, ac- 
cording to size. In this case the circle is divided into sixteenths. 

Number the radii as in drawing. (Fig. 43.) With the darning 
needle, puncture the cardboard at each point where the radii touch 
the circumference of the circle. 

The threading of the loom may be done with either raffia or car- 
pet warp. Of the two, raffia makes a more attractive threading. It 
is, however, a little easier for the pupil to use the carpet warp. The 
loom, when ready, is threaded on both sides. 

In order to begin with a thread of approximately the right length, 
have the pupils figure the length of a piece of thread that will go 
across one diameter eight times. This, of course, means eight times 
the diameter of the circle. (8x5 inches.) 

Knowing what is required for one side, what is the length of the 
thread for both sides? Allow several inches surplus. 

To thread the loom, tie a knot in one end of the warp, and pro- 
ceed as follows : 

Bring the needle up 1, down 9, 

up 1, down 16, 

up 8, down 16, 

up 15, down 7, 

up 15, down 14, 

up 6, down 14, 

up 13, down 5, 

up 13, down 12, 

up 4, down 12, 

up 11, down 3, 

up 11, down 10, 

up 2, down 10. 

Fasten securely, cutting off surplus. Thread the needle with 

raffia, and pass the end under the crossed warp threads at center, and 

tie up in a hard knot. 

Begin the weaving at the center, beginning with thread 10, go- 



DECEMBER 



243 




Ife,-- — 
la^ \ 

''VX \ \ 


~P\ 


i^r^ / / 

ilN. / 


^ 



"Fig 43 




Fig44 



Fig 45 



ing over one thread and under the next, to thread 15. From 15, weave 
back to 10. Continue in this way until this portion of the circle is 
completed to the circumference. (Fig. 44.) Weave the other side 
the same way. 

Cut threads between points 11 and 10, 12 and 13, 14 and 15. 
Thread each end in needle and weave back along corresponding 
threads. For example, 11 will weave back with 3; 12 with 4; 15 with 
5. etc. Break the cardboard around circumference and remove in- 
ner portion. 

By using a 3 or 4-strand braid for a handle, the bag is completed, 
and may be used by little girls for handkerchiefs. (Fig. 45.) 

Mat 

Draw on a square of light weight bristol-board, strawboard, or 
clothboard, a circle of desirable size for the mat. 

Divide the circle into eighths, sixteenths, or thirty-seconds, ac- 
cording to size, as in the bag. ITumber the radii as in Fig. 43. 
Thread the needle with raffia and tea knot in the small end. 



244 



CONSTRUCTION WORK— THIRD GRADE 



Bring the needle through 1, leaving the knot on the back. Carry 
the thread across to 9, through to the back and on to 8; up through 
8, across to 16, through to the back and on to 15; up through 15, 
across to 7, through to the back and on to 6; up through 6, across to 
14, through to the back and on to 13 ; up to 13, across to 5, through to 
the back and on to 4 ; up through 4, across to 12, through to the back 
and on to 11 ; up through 11, across to 3, through to the back and on 
to 2 ; up through 2, across to 10, through to the back, and uj) half way 
between 9 and 10. 

Bring the thread back to the center, making an odd number of 
strands, which is necessary in order to do continuous weaving, going 
under one and over one. Here the thread is tied securely to the 
centers of the other strands. Begin weaving at th» center, going over 
and under the next thread. 

Weave a new thread along with the old one for two or three 
inches, thus avoiding knots. When the weaving is finished close to 
the edge, cut the threads with which the mat was strung, between 2 
and 3, 4 and 5, 6 and 7, etc., on the back side of the mat. Remove 
the strawboard. 

Tie the cut ends in twos, in hard knots. Go round the edge 



't o 



^ 



l=iQ46 




FiG^Y 



DECEMBER 



245 



again, tying the right hand strand of one .knot to the left hand strand 
of the next knot. 

Box With Cover Attached 

Fig. 46 shows a pattern drawing for a very interesting candy box, 
with cover attached. It is made of a piece of tinted construction 
paper 6x9 inches. 

It must be remembered that all dotted lines are scored and all 
continuous lines are to be cut. 

Allow squares in corners to paste to inside of box and covei 

If the dotted lines are scored before attempting to fold, the 
exercise makes a much better appearance when finished. 

Fig. 47 shows finished box. 

Christmas Basket 

This basket may be made of tinted construction paper. The pat- 
tern drawing shows all dimensions. (Fig. 48.) 

It will be observed that no paste flaps are allowed at corners. 
This is due to the fact that the corners are held together by a strip 
i inch wide and 12 inches long, pasted around the top. (Fig. 49.) 




246 



CONSTRUCTION WORK— THIRD GRADE 



I 



/ 
/ 

/ / 

/ / 

/ 
/ 



X- 



Fig 50 




Begin to paste strip at middle of one side, or end. By so doing, 
the coming together of ends does not occur at a corner. 

Triangular Candy Box 

Fig. 50 shows a j)attern drawing for a triangular candy box. Fig. 
51 shows finished box. 




Fig. 52 Book Mark. 



DECEMBER 



247 



Circular Book Mark 

Fig. 52 is the pattern drawing for a very interesting book mark. 

It makes a very attractive Christmas gift when made of a fairly 
stiff paper and proi>erJy decorated. 

Draw a horizontal line 5 inches long. 

From one end set off radius | inch and describe a circle. 

Draw lines parallel to the horizontal line i inch from it, on each 
side, and complete end of model by vertical line. 

Have the parallel lines just drawn extend J inch within circular 
part. 

Small holes may be punched at the extremities of these lines. 
Cut on all heavy lines. (Fig. 52.) 



w 



1 



0? 



w 






3 ^1 



F\s. 53 Book Mark. 



Book Mark 



'Fig. 53 shows another interesting book mark. 
Construct rectangle 2^x2 inches. 
Draw lines inside parallel to the sides. 
Mark off distances and draw oblique lines. 
Cut on all heavy lines. 



Material for December: 

2^ yards cross-stitch canvas. 

2 pkgs. cross-stitch needles. 
Pin Case ] 25 skeins mercerized cotton. 

1 sheet of strawboard, 24x36 inches. 
Box for Pin Case— 1 pkg. 6x9-inch construction paper. 



248 



CONSTRUCTION WORK— THIRD GRADE 



2 yards cross-s.titch canvas. 
2 pkgs. cross-stitch needles. 
28 skeins mercerized cotton. 
4 yards outing flannel. 
Needle Book — 1 pkg. 6x9-inch construct "on paper. 
50 sheets strawboard, OjxTI- 'nches. 
3 lbs. natural raffia. 
h lb. black raffia. 
2 lb. mahogany raffia. 
1 spool carpet warp. 
50 strips of strawboard. 

50 six-inch squares strawboard. 

1 spool carpet warp. 
3 lbs. natural raffia. 

2 lb. black raffia. 
A lb. green raffia. 
2 pkgs. darning needles, No. 12. 

Gift Box — 1 pkg. 6x9-inch construction paper. 
Christmas Basket — 1 pkg. 9xl2-inch construction paper. 
Triangular Candy Box — 1 pkg. 9xl2-inch construction paper. 
Book Marks — 1 pkg. 6x9-inch construction paper. 



Needle Book 



Woven Bag 



Circle Maker- 



Handkerchief 
Bag 



JANUARY 
Book Bag 

There are certain districts in every city in which the construction 
of a book bag would create but little interest. While the construc- 
tion remains the same, the bag may be made for shoes, and therefore 
find a place in some homes in which the book bag is not desirable. 

The bag might be called a "catch-all," or a bag for soiled handker- 
chiefs and towels. The problem is one that may be made suitable 
to almost any class of pupils. 

Purpose : 

To give the pupils accurate measuring in the construction of the 
cardboard loom. If the school is furnished with the Todd looms, the 
construction of the loom is not necessary. 

To give a simple problem izi weaving. 

To familiarize the pupils with the terms warp and woof. 

To give the pupils an appreciation for a handmade article. 

To teach them to respect labor. 

To give the pupils a practical problem. 

To give them an opportunity^ to design, and to choose harmonious 
color combinations. 

To make practical the number work. 

Material : 

One piece of clothboard 10^x11 inches or any other kind of heavy 
paper suitable for a loom. Hard-twisted 2-ply jute or any other ma- 
terial suitable for weaving. 

Tools : 

Number 12 or 14 darning needle. 

Harper packing needle No. 8 to be used for weaving. Any large 
needle will do. 

Rulers, pencils and scissors. 

Presentation : 

Since this problem, the bag, comes the nearest to a child's at- 
tempt to weave a piece of cloth, it would be well to furnish each 
child with a piece of coarse material like ordinary gunny-sacking, 
burlap, or monk's cloth, and have him unravel it before beginning to 
weave. In these samples, the threads are easily followed in the un- 
ravelling, and the warp and woof designated. It will be found that 
the warp and the woof are of the same material. 

249 



250 CONSTRUCTION WORK— THIRD GRADE 

111 the bag, the warp and the woof will not be of the same ma- 
terial, as the warp is to be of the regular cotton carpet warp, and 
the woof is of jute or any other weaving material. 

There is a reason for this difference in the warp and the woof. 
If the warp is of the same material as the woof, which in this case is 
jute, the threading of the loom is more difficult. It is also more 
difficult to press the jute down in place, as there is a tendency for the 
woof to stick to the warp when it is of jute. The carpet warp is easily 
threaded into the darning needle, and the jute readily slips into place 
when woven over and under the warp. 

Different fibers are often combined in the weaving of fabrics. 
There may be found in the market, fabrics that are a combination of 
cotton and wool, silk and cotton, silk and linen, and numerous other 
combinations. 

If possible, secure a small amount of raw wool, cotton, silk, and 
flax. Let the pupils see that some of these fibers are animal products 
and some are vegetable. It is just possible that in some vacant lot in 
the vicinity of the school, stalks of tall weeds may be found. From 
many of these the outer covering of the stalk may be removed in long 
fibers. At least enough may be found and twisted with the fingers to 
give the pupils an idea of how the fibers of jute, hemp, and flax are 
twisted by machinery into threads. 

If an old spinning wheel can be found in the neighborhood, bor- 
row it, and if possible, find someone who can run the wheel. From 
such a demonstration will grow numerous drawings, cuttings, hisrory, 
oral and written language lessons, as well as giving the pupils an 
intelligent basis for their elementary weaving and sewing. 

Construction of Loom 

Discuss with the class the use of the bag, its size and construction, 
the use of a flap and handles. If, for any reason, it is thought best 
to change the size of the clothboard, which is to serve as loom, from 
10^x11 inches, to other dimensions, feel perfectly free to do so. 

In order to construct the bag so it will be closed at the edges, it 
will be necessary to thread the loom on both sides, and do the weav- 
ing around the board. The various drawings also show the flap, which 
is woven in such a way as to cover the opening at the top when 
finished. 

The threading of the circular mat of last month will aid greatly 
in the threading for the bag. 

Place the clothboard so the 10^-inch edge is parallel with the 
front edge of the desk, and one-half inch from this edge, draw a 
straight line. 

The warp threads are to be one-fourth inch apart. How many 
threads will it take to thread one side? If each warp thread, count- 



JANUARY 



251 



riG54 



■H 




Tig 55 





riG56 



Fia57 



-"— -- 


a 




.--^"^^-^ 





Fig 56 



riG59 



ing the stitch on the back, is 7^ inches long, how much carpet warp 
will it take to thread one side of the loom? 

On the line just drawn, place dots one-quarter inch apart. Fig. 
54. Seven inches from, and parallel to th's, draw another line, and 
on it place dots one-quarter inch apart. Fig. 55. 

Divide the first and last quarter inches into halves, as indicated 



252 



CONSTRUCTION WORK— THIRD GRADE 



by dotted lines in Fig. 55. Connect correspojiding dots by straight 
lines. Fig. 56. This gives an idea of how the loom should look when 
threaded. At each dot puncture with darning needle. Number as 
shown in Fig. 57. 

Thread the darning needle with carpet warp and begin to thread 
the loom on one side. 

Bring the needle up through 1, leaving an end. Down through 2, 
up 3, down 4. With the end left and the thread in the needle, tie a 
hard knot close to 4. Come up 5 and down 6. Continue in this way 
until the loom is threaded on one side. The first two threads at each 
end are only one-eighth inch apart. The front side of the loom now 
looks like Fig. 50. The back looks like Fig. 58. 

In threading, care should be taken to not draw the warp threads 
too tight, as considerable slack .is needed to allow for the passing over 
and under of the woof. 

When threading the back, provision is made for the flap. The 
flap may be made in various shapes, as shown in Figs. 60, 62, and 63. 
To construct Fig. 60 proceed as follows: 





riG60 



Fig6I 





Fig 6 2 



F(a63 



JANUARY 



253 




Fig. 64 B^'inished Bag. 



On the back, shown in Fig. 59, draw a straight line one-half inch 
from edge. On this line place dots one-quarter inch apart. Divide 
the first and last quarter inches into halves, the same as when thread- 
ing the front of the loom. 

On the right and left edges of the loom, place dots 8J inches 
from the front edge as indicated by points a and b, Fig. 59. 

Find one-half of the line along the back edge, and connect points 
as shown in Fig. 59. On these slanting straight lines, place dots just 
opposite those on the line above. 



254 CONSTRUCTION WORK— THIRD GRADE 




Fig. Go Bag Made From Two Kugs. 



Place the ruler across corresponding dots, and connect by straight 
lines as shown in Fig. GO. This gives an idea of how the back will 
look when threaded. ISTumber the ends of lines. Fig. 61, and with the 
darning needle, puncture each point. 



JANUARY 255 

Begin to thread by bringing the needle up through 1, down 2,. 
up 3, down 4, and tie a hard knot. Continue until this side of the 
loom is threaded. 

The threading of the loom is now completed, and the weaving is 
to begin. 

Take a piece of jute long enough for the child to conveniently 
handle. Thread it in the packing needle, and begin to weave by pass- 
ing the needle over one and under one. Weave around edges of card- 
board. When once around it will be found that the needle passes over 
and under the same warp threads. This is due to the fact that there is 
an even number of warp threads. In order to do continuous weaving 
and not have it come so, there must be an uneven number of warp 
threads. 

We have, however, an even number; so, to avoid passing under 
and over the same threads, the needle each time around is passed 
under two warp threads, and then proceeds in the usual way. Never 
pass the needle over two threads unless you wish the overstitch to 
form some part of the decoration. In this particular case, this sort of 
decoration is not wanted. 

When adding a new thread, weave the new thread along with the 
old one for two or three inches, thus avoiding knots. Continue weav- 
ing around the cardboard until the bag part of the problem is finished. 
The weaving of the flap is done on one side by weaving back and 
forth. 

When the weaving is completed, the small strips at the top and 
bottom are broken off and the remainder of the cardboard is slipped 
out in one piece. It will be found that the bag is open at the bot- 
tom. This necessitates sewing across the bottom with a simple over- 
and-over stitch. 

For the handle, make either a three or a four-strand braid of the 
jute, using strands of different color. The braid sewed to the edge of 
the flap makes a very attractive finish. Fig. 64 shows the finished 
bag. If the Todd loom is used two rugs are woven and sewed to- 
gether as shown in Fig. 65. 

Hinged Spelling Blank Cover 

Children delight in the construction of any kind of a book for 
which there is a direct use. The value of construction work is so 
often placed on the finished product and not on the processes produc- 
ing the article. The finished product is the least to be considered 
when one takes into consideration the development that is brought 
about through the construction. 

Purpose : 

To give the pupils a practical problem in simple book con- 
struction. - 



256 



CONSTRUCTION WORK— THIRD GRADE 



To give the pupils a way of preserving their spelling lessons. 
To give a choice in combinations of colors. 

To give an opportunity to make practical the number acquired 
through the academic work. 

Material : 

Four pieces of cover i^aper. 

Two pieces of jute board. Cardboard taken from boxes will an- 
swer the purpose. One piece is cut 3^x6:^ inches, the other piece 
3Jx5| inches. 

Bookbinder's cloth (Vellum de Luxe). 

Paste. 

Two brass paper fasteners. 

Tools : 

Ruler, scissors, punch, and book press. 

Presentation : 

Show the pupils a finished cover. Place before them the various 
colors of paper and bookbinder's cloth, allowing them to make a 
choice in combining colors. This is the first book in which the edges 
at the foundation board are covered. 

There ate really two problems in one, as the back and the front 
covers are constructed quite differently. 

Let us first consider the back cover, which is S^xQ^ inches. This 
is to be covered by some tint of cover paper chosen by the pupil. 

Cover paper is preferred to tinted construction paper because of 
its weight. The heavier the paper, the more difficult the pasting. 

In all construction, so far as possible, present problems to the 
pupils giving them an opportunity to work out the required dimen- 
sions. 

For example: The foundation cover is 3^ inches wide and G] 




■Fia66 



Fig 67 



Fic36S 



JANUARY 



257 



_ 



Juie Board 



J 




•////,'/,'///.-,>,>/ WMM 



T\g(d3 



T\c3,70 



Fig 71 



inches long. How large must a piece of cover paper be cut to turn 
over one-half inch on each edge to the inside? Fig. 66. 

Apply paste to the cover paper and lay the jute board on it in 
such a position that the cover paper extends one-half inch beyond 
each edge of the jute board. Fig. Q6. Cut away each corner of the 
cover paper as shown in Fig. 67. 

It will be observed that the corner of the cover paper is cut so 
it lacks about one-eighth of an inch from touching the edge of the 
corner of the jute board. 

Turn the cover paper over to the inside of the jute board. Turn 
upper, and lower edges first, as shown in Fig. 68. With the thumb or 
finger nail, press in the corners and then turn the cover paper along 
the sides to the inside of jute board. Fig. 69. 

These covers may now be placed in the book press. 

To finish the cover, a lining of the same color paper as is used 
on the outside must be cut i inch shorter and i inch narrower than 
the jute board, and pasted over the ins'de of Fig. 69. The lining is 
3x6 inches. This allows a margin of J inch, as shown in Fig. 70. 




Fic72 



TiG73 



Fic3 74 



258 



CONSTRUCTION WORK— THIRD GRADE 




JANUARY 



269 



The Hinged Cover 

From the piece of jute board S^xSI inches, cut a half-inch strip 
from the short edge. 

Cut a piece of bookbinder's cloth 3^x2^ inches. Fold this strip 
into halves, lengthwise. Apply paste to bookbinder's cloth and lay 
the narrow strip of jute board so one long edge just meets the crease. 
One-quarter inch from the other long edge of the narrow strip of 
jute board, place the larger piece of jute board, as shown in Fig. 71. 

Fold the upper half of bookbinder's cloth (Fig. 71) so it comes 
down over the narrow strip and on to the larger piece of jute board. 
Fig. 72. The quarter-inch space between the narrow strip of jute 
board and the larger piece, forms the hinge, allowing the large piece 
to be turned back when so desired. It will be observed that the edges 
of the bookb'nder's cloth just meet the edges of the heavy paper used 
in the foundat'on covers. If the teacher so desires, the bookbinder's 
cloth may be cut 4ix2| inches. Paste is applied, and the pieces placed 
as above described. It will now be found that one-half inch of the 
cloth extends beyond the edges of the cover. One thickness of the 
cloth is cut away. The other part is turned in at each edge before 
the upper half is turned down over the hinged part. By cutting away 
a triangular piece from each edge of the half folded cover a neat iinish 
is secured. By this process the edges of the cardboard are covered, 
thus making a more neatly finished cover. 

It is now necessary to cover the jute board with cover paper. 
Fig. 73. This is done the same as in Figs. 67, 68, and 69. Cut lining 
as in Fig. 70. 

While constructing the hinged cover the back should often be 
used as a reference. The hinged cover must, when finished, be just as 
long and as wide as the back cover. Two holes may be punched 
through the back and narrow strip, and brass paper fasteners used, to 
bind the cover and spelling papers together. Fig. 74. 




Fio76 



260 



CONSTRUCTION WORK— THIRD GRADE 



Book Press 

A simple and inexpensive book press may be made as shown in 
Fig. 76. Fig. 75 shows the working drawing. This press may be 
made by the boys in the elementary manual training. If there is no 
manual training department in the building have a cari^enter make 
it. Even the simplest kind of bookbinding is poorly done without a 
press. The wooden screws are | of an inch in diameter and 12 inches 
long. 



Material for January : 



Book Bag 



Hinged Spell 

ing Blank 

Cover 



Card or clothboard looms. 

5 lbs. jute. 

2 pkgs. darning needles, No. 12. 

If possible wooden needles for weaving. 

1 pkg. 6x9-inch cover paper. 

50 pieces jute board 3^x6^ inches. 

50 pieces jute board, 3ix5| inches (100 pupil-") 

i yd. bookbinder's cloth. 

1 box brass paper fasteners. 

1 pkg. number or unruled language paper. 



FEBRUARY 

The third-grade work for the past two months has been heavy. It 
is, therefore, desirable to make the work for February somewhat 
lighter, thus giving teachers and pupils an opportunity to catch up 
on back work. 



Valentines 

A blackboard exercise on the drawing of rectangles should pre- 
cede the construction of valentines. . 
Material : 

Tinted construction paper. 

Using tints of the same color, draw three rectangles — brown 
3x8 inches; (tan) 2^x7^ inches; (brown) 2xY inches. 

Fold each into halves by bringing the short edges together. 
Place one with'n the other and tie at back with any kind of twine, 
harmonious in color. See Fig. 77. On inside, write some little 
message. 

Envelope for Valentine 

Since the pupils have already constructed a number of en- 
velopes, it miglit be well to pass to each pupil the material required 
for the construction of an envelope which will be large enough for the 
valentine just made. 

Circular Valentine 

If the pupils have never used a circle 
marker, follow directions given in the Decem- 
ber outline on Circle Maker. 

Blackboard Exercises 

Draw a 4-inch circle. 
Draw a 3-inch circle. 
Draw a 5-inch circle. 
Draw a 4-inch square. 

From center of 4-inch square, inscribe a 
3^-inch circle. 

Valentine 

Use tints of the same color of construc- 
tion paper. Draw a rectangle 4x8 inches. 
Fold into halves by bringing the short edges 
together. Find center of square by drawing 




Fiarr 



261 



262 



CONSTRUCTION WORK— THIRD GRADE 



a part of the diagonals as shown in Fig. 78. Place the folded edge 
to the left. One-quarter inch to the left of the center, place a dot. 
It^sing this dot as a center, draw a circle with a radius one-half 
the length of the square. In this case it is one-half of 4. The circle 
extends beyond the square as shown in Fig. 79. 

When cutting the circle, cut only that part of the circumference 
within the square, as shown in Fig. 80. 

Draw a rectangle S^xTi inches. Fold into halves by bringing the 
two short edges together. Place the closed edge to the left. Find 
center of square, and place a dot I inch to the left. Using this dot as 
a center, draw a circle, using a radius one-half the length of the 
square. Cut as in previous exercise. 

The two halves are hinged in each case. Place one within the 
other, and tie at back with any kind of twine. 

Construct Envelope for Circular Valentine 

This may be a square envelope made of kraft or tinted con- 
struction paper. 




Fioao 



FEBRUARY 



263 



Lincoln and Washington Badge 
Purpose : 

To interest the pupils in the history for the month 

To encourage patriotism. 

To add interest in the work on circles. 

Material: 

Red, white, and blue paper. 

Presentation : 

Draw a li-inch circle of red; a 1-inch circle 
of white; and a J-inch circle of blue. 

Draw and cut three streamers of red, white 
and blue paper, ^x4 inches, and arrange as shown 
in Fig. 81. 

Decorated Spelling Book 

This is nothing more than a single section 
book sewed so the knot is on the inside. The sew- 
ing has been described in previous exercises. 

The book is made of 8xl0-inch unruled white 
language paper or it may be made of 9xl2-inch 
manila drawing paper with one sheet of 9x12- 
inch tinted construction paper used for the cover. 




FlGdl 



To Make the Cover: 

First allow for a |-inch margin around the 
9xl2-inch piece of construction paper, Fig. 82. The 
sheet is now folded into halves by folding the short 
edges together as shown in Fig. 83. So far as 
possible this exercise will be kept in quarter-inch measurements. One 
inch from the center crease draw a line on each side of the cover. 
One-quarter inch from this line draw another. Three-quarters of an 
inch from the last line drawn, draw another. Continue in this way 
until the margin line is reached. Fig. 84. On the vertical margin lines 
place dots 1:^ inch apart and connect corresponding dots as shown in 
Fig. 85. By making use of stick printing the rectangular spaces may 
be printed as shown in Fig. 86. The cover is now finished. 

The inside leaves may now be folded into halves and placed inside 
the cover. The book is now sewed, cover and all. A strip of book- 
binder's cloth, two and one-quarter inches wide and nine inches long, 
is creased down the center lengthwise. Paste is appl'ed and it is 
pasted down the back of the book as shown in Fig. 86. 

The book is now placed into the book press and left for a couple 
of days. After being thoroughly pressed it is trimmed, thus reducing 
the margin just a little. Fig. 87 shows a few of the different shaped 



264 



CONSTRUCTION WORK— THIRD GRADE 




T\GbZ 



rioas 



sticks which may be used in the st!ck i^rinting. The modified forms 
are produced by using a three-cornered file. The depressions in the 
center are made by using a ten-penny nail and a hammer. The head 
of the nail is placed next to the surface of the block, and the point 
which is upward g'.ven several taps of the hammer. Fig. 88 shows 
a few of the points made after the filing. 

Material for February: 

Valentines — 1 pkg. 9xl2-inch construction paper. 

Envelope for Valentine — 1 pkg. 9xl2-inch construction paper. 

Circular Valentine — 1 pkg. 9xl2-inch construction paper. 

[i pkg. Gx9-inch construction paper. (Red.) 
Badges<{ 1 pkg. 6x9-inch construction paper. (White.) 

[1 pkg. Gx9-inch construction paper. (Blue.) (300 pupils.) 



l-''H.iii-:!J;!J3H!il 























t 









1 


1 


■ ■ 
1 


■ ■ 
1 




1 


1 


■ ■ 
1 


■ ■ 
1 


1 


■ ■ 

1 


■ ■ 
1 


■ ■ 
1 


1 


■ ■ 

1 


■ ■ 
1 


■ ■ 
1 


1 


■ ■ 

1 


■ ■ 
1 


■ ■ 
1 


1 


■n 
1 


1 


■ ■ 
1 







Fig 84- 



fio55 



Fig 66 



FEBRUARY 



265 



Decorated Spelling 
Blank Book 



i; 



X 



3 pkgs. SxlO-inch language paper or 3 pkgs. 

9xl2-inch manila drawing paper. 
1 pkg. 9xl2-ineli tinted construction paper. 
1 set sticks and pads. 



3) 



D 
O 




I D 




DD 
DD 

^C7 





CUD O 





]/ \> 




1> 



Fig. 87. 




I I I 



I 




I I I 



Fig. 88. 



MARCH 
Cutting and Tearing 

March is the month of winds. Make cuttings and tearings to 
illustrate the blowing wind. 

An occasional crocus or snowdrop makes its appearance and very 
often the more adventurous robins make their return from the South. 
All these are good suggestions for cutting. 

A most interesting plan for the first three grades is to set aside 
a portion of the blackboard or a large sheet of manila paper might be 
used. On this mount your drawings and cuttings that suggest signs 
of spring. 

Marble or Jackstone Bag 

This problem may be so planned that the boys may use the bag 
for marbles and the girls may use it for jackstones. 

Purpose : 

To give the pupils a review in measuring in whole, half, and 
quarter inches. 

To make the number work practical. 
To encourage neatness and accuracy. 

Material : 

One piece of cardboard 3ix5 inches. These boards may be cut 
from strawboard boxes brought in by the pupils. 

Carpet warp and butcher's twine. The bag may be made of all 
carpet warp, using it for both warp and woof; or carpet warp may 
be used for the war|) and butcher's twine for the woof. 

Darning needle No. 12. 

No. 8 iHarper packing needle. If the Harper needle cannot be 
secured use the darning needle for weaving. Small wooden needles 
may be made by the boys. 

Presentation : 

As this is the season for jackstones and marbles it will take but 
little effort on the part of the teacher to enthuse the pupils. 

To Thread the Loom : 

On the cardboard 3ix5 inches draw lines I inch from each end. 
Fig. 89. On these lines place dots ;} inch apart. Fig. 89. 

Divide the first and last quarter-inch on each line into halves. 
Fig. 90. 

266 



MARCH 



267 



li 5 7 9 II 13 IS 



13 S 7 9 II 13 15 



2.* fe S lO 12 14 16 

Fig 69 



2^ 6 8 lO '* I-* "fc 




Fig90 



y -# -* 






; .r.^;^.n^^^ -^ 






**^*i*^*^:^ 



■* i^]:*i*i***i 






B^5^5^ 




^CIC^^E 



^r*:^^^"^*!^ ^ 
#^^^-«-^^^ ^^-^^^-^ 



^,^i^:>. 



^^^^t^i^H^S 



r^^ %^^> 



Fig 91 

With the darning needle, puncture the cardboard at each dot. 
Number the holes as shown in Fig. 89. 

Force the darning needle down through hole No. 1, leaving an 
end as in Fig. 90. Bring the needle up through hole No. 2 and back 
to No. 1. With the first end, and the thread in the needle, tie a hard 
knot and force the needle through hole No. 3, down and up through 
No. 4, back and down No. 3, a second time; up through 5, down 
through 6, back through No. 5 a second time, down No. 7, up through 
No. 8 and down No. 7 a second time, up through No. 9, down through 
No. 10; and so on until the loom is threaded. Fig. 90. 

It will be observed that at one end there is no passing from one 
hole to the other on the horizontal line. The end forms the bottom of 
the bag and is closed when taken from the loom. The other end is the 
top, and is open. 



268 



CONSTRUCTION WORK— THIRD GRADE 



Begin to weave at the bottom, using either carpet warp or candle 
wicking. 

To Make Drawstrings : 

When the weaving is finished to about | inch from the top, begin 
with a new thread. Begin to weave by leaving a long end to the right. 
Fig. 91. Weave around once and cut the thread, leaving another long 
end to the right. Fig. 91. 

With the thread cut, begin to weave at opposite side of loom by 
leaving a long end to the left. Fig. 91. Finish the weaving, as in 
the beginning, weaving as closely to the top as possible. 

If it is so desired, the drawstrings may be woven in right next 
to the top. The little heading given by weaving the drawstrings | 
inch from the top adds a little to the appearance of the bag. 

Number Growing Out of the Marble Bag 

What is the combined length of the two short edges of the loom? 

What is the combined length of one long edge and one short 
edge? 

What is the perimeter of the loom ? 

What is the length of each warp thread ? How long a thread 
must I have to thread up and down five times, four times, six times, 
etc.? 

Following the above suggestions make as many examples as pos- 
sible. 

Ash Splint Basket 

Ash splint is used rather extensively in the fourth and fifth 
grades. In order that third grade pupils may take up the advanced 
work more readily, the simple basket shown on the following page is 
recommended for construction. 

To construct this basket the lightest weight ash splint is used. 




a 



^ 




5:M 



0= 



n 



® 



Fig. 91A Ash Splint Gauge. 



MARCH 



269 



f 

4 


c 

E 


1 / 


1 


1 -' 


Zl -''^ ' 


1 / ' 1 l'\ 


IZ 1 1 ''^ ' 


1 ' II' 1 


\l 1 /^ 1 


' ' 1 


] \ '• 1 '■^ 1 


I2A/ 


v' ^ ' 




/• ^ 




Fig 93 



Fig 92 




FIG9-4D 



Shavings from the neighboring carpenter shop may very successfully 
be used for the basket suggested. 

Splints from various woods are nothing more than long shaving- 
like bands taken from logs of oak, ash, hickory, etc. 



270 CONSTRUCTION WORK— THIRD GRADE 

The Cutting Gauge: 

The splints are cut into various widths by the use of a gauge, 
as shown in Fig. 91A. Such a gauge may be made by the boys of the 
manual training department. 

The little points of steel which do the cutting are simply pieces 
of discarded watch springs, which may be obtained at any watch re- 
pair shop for the asking. 

The little knife-like projections are filed after being placed. Each 
teacher should have several gauges for cutting different widths. The 
distance between the points determines the width of the splint. The 
most used splints are h, i, and § inch in width. 

Cutting the Splints: 

The splints or shavings are first soaked for a minute or two in 
cold water. 

The gauge is held in the right hand. One end of the splint is 
pressed down on the points. With the left hand the splint or shaving 
is drawn over the points which cuts them into the desired widths. 
Sometimes two persons do the cutting, one holding the gauge and 
guiding the splint while the other pulls the splint. A very short time 
is consumed in preparing material for an entire room. 

To make the basket at hand, first cut 12 strips each 14 inches 
long and ^ inch wide. Interweave, as shown in Fig. 92. Place a 
ruler as shown on the line CD and score with a knife, being careful 
to not press hard enough to cut the splints. Repeat by placing the 
ruler as described by EF. The woven part is in the shape of a square. 
Fold square diagonally, as shown by the line AB. With the square 
folded as shown in Fig. 93, begin to weave the ends back, as shown in 
Fig. 94. Fig. 94 also shows the way strip ISTo. 2 is woven in alongside 
of strip 2A, which is the other end of ISTo. 2. Fig. 94A shows 2A 
taken out of the woven square. Fold strip along EF and we have 
Fig. 94B. Fold along the line AB and Fig. 94C is the result. Fig. 
94D shows the reverse side of 94C. The foregoing illustration simply 
shows the way a strip may be folded back and one-half of the strip 
woven along the side of the other half. The weaving is continued 
until Fig. 95 is reached. Cut off to the desired height, as indicated 
by the dotted line, Fig. 95. 

The basket is finished by placing two strips about the width of 
those used in the weaving, around the top ; one on the inside ana the 
other on the outside. With a piece of raffia threaded in a darning 
needle overcast the top, as shown in the finished basket. 

The handle may be placed between the strips at the top and 



MARCH 



271 




Fig96 




Fig 97 



Fig 96A 




Fig98 




Fiq99 



272 CONSTRUCTION WORK— THIRD GRADE 



H^ 



CO 



lOoO 



9" 



Fig 100 




Fig lOZ 



held in place by allowing the needle to pass through the top finish and 
handle. 

The finished basket makes a most attractive problem and may be 
used with great success in the third grade. 



MARCH 273 

Paper Strips : 

The basket may be constructed of paper strips. In such a case 
the strips, when the weaving is completed, should be pasted at the 
corners. This will prevent any pulling away that is very apt to occur 
if the paste is not used. 

Any wood stain may be used in finishing the splint baskets. 

Rope Basket 

The finished basket shown in Fig. 99A is made of a single hemp 
rope. The entire basket is made by using the single net mesh. The 
beginning is shown in Fig. 96A. A circle, which is the foundation 
for the beginning, is made at one end of the rope. Note the position 
of the end at the close of the first time around, shown in Fig. 96. It 
will be observed that in the first two or three times around two loops 
are made in each mesh as shown in Fig. 97. As the work progresses 
a single loop is made in each mesh, as shown in Fig. 98. 

The basket is shaped by pulling or drawing each successive row 
of loops a little tighter. 

Fig. 99 shows the way the top is finished. 

Twisted handles are ap]plied and the basket is finished as shown 
in Fig! 9 9 A. 

Most interesting door mats may be made by using the same loop- 
ing system. 

Paper Flower Pot for Germinating Purposes 

To encourage pupils in gardening. 
To relate number and construction. 

Material : 

1 package of construction paper. 
1 box paper fasteners. 

Presentation : 

Elementary science, or sometimes called nature work, is generally 
taught in all the schools. 

Flowers are attractive in both the school and the home. 
Flower seeds are not so expensive but almost anyone who so desires 
may have them. During the autumn pupils were encouraged to 
gather seeds. They are now interested in planting them. This may 
be done by sowing in a shallow box. After the plants have grown to a 
height of from | inch to 1 inch they should be transplanted to in- 
dividual jars. Paper jars may be used. 



2Y4 



CONSTRUCTION WORK— THIRD GRADE 




riG 103 



To Construct the Jar 

Draw a rectangle 9x4i inches. 

Place the rectangle so the long edges are parallel with the front 
edge of the desk. 

On the right and left edges place dots 3 inches from the upper 
corners. Connect corresponding dots by straight lines. On tho right 

and left edges and | inch from 
the line just drawn place other 
dots and connect by straight lines. 
On the right and left edges place 
dots -} inch from upper corner and 
connect by a straight line. This 
forms a rim around the top when 
folded over. Figure 100. 

On the long edges place dots 
one inch apart and connect by 
straight lines. Fig. 101. 

In the first row of Fig. 101 are 
oblongs one inch long and one-half 
inch wide. 

On the back edge of each 
oblong place a dot I inch from the 
upper right comer. On the front 
edge of each oblong place a dot h 
inch from the front right corner. 
Connect these dots by straight 
lines as shown in Fig. 101. 

Connect the dots on the back 
edge with upper left corner of the 
oblong just above Fig. 101. 

Cut on all continuous lines 
and crease all dotted lines. After 
the cutting has been done it will 
be observed that there are nine 
divisions. In putting together the 
ninth division is slipped under 
the first. 

To form the bottom place the 
cutting on the desk so that the 
parts forming the bottom are at 
the top. Fig. 102. 

The small scale-like divisions 
which form the bottom are in a 
turned over position. Beginning 
at the left let the first division slip 
under the second, the second under 




riGi04 



MARCH 275 

the third, the third, under the fourth, and so on to the last one to 
the right. The last one is slipped under the first, forming the bot- 
tom. Fig. 102. 

Paste is applied to the ninth and tenth divisions of the upright 
part and overlaps the first and second. Have the pupils experiment in 
forming the bottom before applying paste to any part. Fig. 103 
shows the bottom of the jar. The paper fasteners should be used in 
addition to the paste in holding the upright part together. The 
paper fasteners are used because the moisture in the earth may soften 
the paste, causing a separation. The jar is now finished. Fig. 104. 
The small seedlings are transplanted to the paper jars and left until 
several inches tall. In transplanting to the garden the paper may 
be cut or torn away, thus avoid ug any interference with the roots 
of the plants. Place all the- paper jars together in rows in a shallow 
wooden box. It is surprising how long these paper jars may be used 
without becoming soaked by the moisture. 

Half-inch bands of another color of paper may be used just below 
the top and just above the bottom of the jar. Fig. 104. 

Materials for March: 

[50 pieces strawboard, 3^x5 inches. 
Marble or Jackstone^g ^^^^ ^^^^-^^^ ^^^^^^^^^ ^^^ -^2. 

^ [1 spool carpet warp. 

CGauge for cutting splints. 
Ash Splint^ 2 ^^Yis ash splint. 

Basket i^^eedies and thread. 
Rope Basket — 3i lbs. one-ply hemp rope. 

Paper Flower Pot for Germinating Purposes — 1 pkg. 6x9-inch tinted 
construction paper. 



APRIL 
Cutting and Tearing 

The work of this grade since the interests center about Easter 
is similar to that of the first and second grades. 

Have the pupils cut and tear flowers, rabbits, chickens, ducks, 
etc. The Easter display in the various stores will offer many sug- 
gestions to the pupils. 

Clay 

If there is clay on hand use it in the modeling of any of the 
above suggestions for cutting and tearing. 

Folio 
Material : 

Cover paper for outside covering, lining, and pockets. 
Cloth board cut 1^x91 inches. 
Bookbinders' cloth. 
Narrow tape Star No. 29. 
Flour paste. 

Purpose : 

To provide a place to keep drawings, number and language papers. 

To teach system. 

To teach neatness, accuracy, and skill. 

To provide a means of teaching number in the concrete. 

Presentation : 

After a short discussion on the folio and its use, present to the 
class a finished folio. Discuss the value of the stiff covers— the 
pockets — why a dark paper cover is better for school purposes than 
the lighter shades — way of putting in the tape, etc.- 

To Construct the Folio 

First. Cut a strip of bookbinders' cloth 4^x10 inches. Draw 
a lead pencil line down center of strip on under side. One-quarter 
inch each side of this line and parallel to it, draw other lines. There 
is now a half -inch strip measured off through the center. Fig. 105. 

Second. Apply paste to entire strip. Lay covers lengthwise on 
the pasted strip so that one long edge of each cover just meets the 
lead pencil line at each side of center. There is now a space of 4 

276 



APRIL 



277 




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inch between the covers. Fig". 106. The covers are so placed as to 
allow a surplus at top and bottom. Fig. 106. 

Third. On the inside and down the center lay another pasted 
strip of bookbinders' cloth \\ inch wide and just as long as the cover. 
Press down well with a cloth. Turn the surplus at top and bottom 



278 CONSTRUCTION WORK— THIRD GRADE 




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over to inside of book. Fig. 107. It is very necessary that, in order 
to secure good work, the covers be laid' (open) in a book press. Lay 
a narrow strip of strawboard down center between the covers. 

Fourth. In a day or two, the bookbinders' cloth will have dried 
so that the work may be resumed without danger of the covers com- 
ing apart. 



APEIL 



279 



How large must a piece of cover paper be to cover one side of 
the folio, if the paper is to extend about one-quarter inch over the 
edge of the bookbinders' cloth, and one-half inch over the edges of 
the foundation cover (the clothboard), as shown by dotted lines? Fig. 
108 (left cover). After the cover paper has been cut for the two 
sides, apply paste to the cover paper, and place it on the cover. 
Press well on the right side, and before turning edges over to inside 
of cover, cut away piece at corner as indicated in Fig. 108 (right 
side). Fold over edge at top and bottom first, and then the long edge. 
Fig. 109 shows edges turned (right side). 

Paste other side of cover. 

After the cover paper has been pasted, the work should be placed 
in the press. 

Fifth. The tape should now be placed. Cut two pieces of tape, 
each 9 inches long. With a punch, or an i-inch or J-inch chisel 
(borrowed from the manual training department), cut or punch each 




Fig I l«3 



280 



CONSTRUCTION WORK— THIRD GRADE 



side of cover about one inch from long edge and half way from top 
to bottom edges, as indicated by cross in Fig. 109 (right side). The 
tape is drawn through the opening and pasted to inside of cover. Fig. 
109 (left side). 

Sixth. The Lining. How large must a piece of cover paper be 




APRIL 



281 



to cover about J inch of the bookbinders' cloth down the back, and 
that will come about \ of an inch from the edges of the cover? 

After the lining has been cut to the proper size, the pockets are 
placed on the lining before the lining is pasted to inside of covers. 

Seventh. The Pockets. Cut a strip of cover paper 6 inches wide 
and 3 inches longer than the lining. Mark off half inches as shown in 
Fig. 110. 

Divide the space at bottom and right and left sides into three 
parts. Fold back and forth on dotted lines as though making a fan. 
Fig. 111. Cut away corners as indicated in Fig. 111. 

Allow the lining to slip into outer fold, pasting this fold to 
under side of lining. Fig. 112. Fig. 113 shows right side. 

Paste is now applied to under side of lining (with pocket at- 
tached), and pasted to inside of cover, so the pockets open to the in- 
side of book. Fig. 114. 

If the pocket opening points toward outer edge of covers, the 
contents will drop out of pocket as soon as the tapes are untied. 




f;gii6 



282 



CONSTRUCTION WORK— THIRD GRADE 




Fig 1 16 



May Baskets 
Material: 

Tinted construction paper. 

Purpose : 

To keep before the pupils the custom of the making and the giv- 
ing of May baskets. 

To give concrete number. 

To have pupils think constructively. 

To have pupils form habits of neatness and accuracy. 



Presentation : 

May baskets should be made the latter part of April. They 
may be constructed any time during the month. 

Avoid presenting the baskets to the class in a mechanical vpay. 
Show to the pupils the finished baskets suggested in the outline. 
Do these baskets bear resemblance to anything the class has con- 
structed? How large a piece of paper do you think it will take to 
construct the basket suggested in Fig. 116 ? How would you proceed 
to construct the basket ? Allow different pupils to express their ideas. 
If necessary, take the basket apart so its construction may be more 
easily understood. Pass to each pupil the necessary materials and 



APRIL 



283 



tools and ask him to make a basket as nearly like the one presented to 
him as he can. 

May Basket 

Place upon the board a drawing of Fig. 115 large enough so that 
it may be seen from any part of the room. The pupils, understanding 
the meaning of the various dotted and continuous lines, should be 
allowed to construct the basket without help after receiving the ma- 
terial for same. 

It must be remembered that all continuous lines are cut and all 
dotted lines are scored. The strip around the top of the basket as 
shown in Fig. 116, is 19. inches long and i inch wide. Before pasting 
the strip it is creased into four parts just fitting the sides and ends. 
Do the creating in such a way that the seam will come at the middle 
of a side or end. Fig. 116 shows finished basket. 

May Basket 

In this basket is found the c'rcle. If the pupils do not have a 
compass proceed to make a circle maker as suggested in a previous 
outline. It might be well for the teacher and pupils to work together 
in the construction of this basket. Fig. 118. 




Fig 120 



284 



CONSTBUCTION WORK— THIRD GRADE 



Before beginning to construct the basket, give a review in the 
use of the circle maker by having the pupils draw a 6-inch, a 4-inch, 
and an 8-inch circle. Let him determine that he will want 3 inches 
on the circle maker to draw a 6-inch circle; 2 inches for a 4-inch 
circle; 4 inches to draw an 8-inch circle. 

To Construct the Basket 

First. Draw a 6-inch circle. 

Second. Bisect the circumference of 6-inch circle, both vertically 
and horizontally by placing dots on circumference. 

Third. With each of the points as a center draw a 2-inch circle. 

Fourth. Where these circles intersect the large one as a center, 
draw other 2-inch circles. Fig. 117. 

Fifth. Draw square in center. This is done by placing the 
ruler across the points where the middle 2-inch circle intersects each 
of the others. 

Sixth. Cut along outer edge and along heavy lines. Crease on 
dotted lines and tie at corner. Cut handle 8JxlJ inches. 

Fig. 118 shows the finished basket. 




A. 




Fig 121 



F.G 122 




f ial2:3 



APRIL 



285 




Pig-. 121 Easter Holder. 



Easter Basket 

The drawing for this basket is the same as shown in Fig. 117. 
The cutting, however, is somewhat different. Tlie entire center circle 
of each group of three is cut away. This cutting is indicated by the 
heavy lines shown in Fig. 119. Fig. 120 shows the finished basket 
tied at the corners. 

Easter Cards 

The Easter cards and folders never grow old to the pupils of the 
lower grades. 



286 CONSTRUCTION WORK— THIRD GRADE 

Fig. 121 shows the drawing for a folder while Fig. 122 shows 
the card placed and pasted to the inside of the folder. Fig. 123 
shows the folder closed with the Easter seals. Fig. 124 shows the 
card and verse used. 

Material for April : 

r20 sheets cover paper, 20x26 inches. 

1100 pieces of cloth board, 7ix9i inches. 
2 bolts of tape, narrow. 
2 yds. bookbinders' cloth. 
[1 pkg. 9xl2-inch construction paper. 
May Basket, Fig. 115 — 1 pkg. 6x9-inch construction paper (100 

pupils). 
May Basket, Fig. 117 — 1 pkg. 9xl2-inch construction paper. 
May Basket, Fig. 119 — 1 pkg. 9xl2-inch construction paper. 
Easter Sentiments — 1 pkg. 
Easter Folder — 1 pkg. 9xl2-;nch construction paper. 



MAY AND JUNE 
Doll's Hammock 

This is a problem which will interest the boys of the third grade 
as well as the girls. The problem of the hammock involves a certain 
amount of work in design before beginning the work in weaving. 

Confine the work in design to stripes, working for good propor- 
tion. 

Purpose: 

To continue the interest in weaving. 

To afford opportunity for practical drawing. 

To continue constructive number work. 

Material: 

Full sheets of jute board cut by the pupils to desired size. 
Two brass rings | inch in diameter, or loops of string. 
Colored candle wicking or any other weaving material not too 
coarse. 

Harper packing needle for weaving or wooden needle. 





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287 



288 



CONSTRUCTION WORK— THIRD GRADE 



Presentation : 

To make the loom draw on a piece of cloth or strawboard a 
rectangle 5 inches by 9 inches, as shown in Fig. 125. On the short 
edges place dots one-fourth inch apart. Draw diagonals as shown in 
Fig. 125. With "A" as a center and a radius equal to half the length 
of the diagonal draw the arcs as shown in Fig. 125. If compasses 
cannot be borrowed from the fourth or fifth grade have the pupils 
make the strawboard circle maker as described in previous work 
and use it in drawing the curves shown in Fig. 125. 

Connect corresponding dots by straight lines, allowing them to 
pass through the dots to the curved lines, Fig. 125. Where the 
straight lines meet the curved one, prick holes by using a darning 
needle. On the center line place dots one-fourth of an inch above 
and below the center, as shown in Fig. 125, and prick holes. 




FigI26 




FigI2S) 



rial2T 



MAY AND JUNE 289 

To String the Loom: 

Take the two rings or loops of carpet warp aiul iic logetl-er and 
then tie to center of loom by passing ends of cord through holes 
which have been pricked one-fourth of an inch from center, Fig. 126. 
Take a long needleful of twine, tie one end to a ring or loop, pass 
needle through upper corner dot, turn the loom and pass through op- 
posite lower corner dot, then through the other ring, back through sec- 
ond lower dot, then through second upper dot, and so on, until all 
the holes are strung with straight parallel strings on one side. Fig. 
127, and oblique strings from holes to the rings on the other. Fig. 126. 
Fasten by tying to ring. 

When piecing the carpet warp do so by tying on the side on 
which are the parallel strings, as the knots wiU then be covered by the 
weaving. It makes a more finished piece of work. 

To Weave: 

Place the loom on the dc-k so the short edge is parallel with the 
front edge of the desk. At the top and bottom make a selvage by 
doubling the string in the center and crossing it between each string 
of the warp, so that the string that was under becomes the upper one 
each time. This is called pairing, or "single twist" in basketry. 
Fig. 128. 

Pick up every other thread of the warp (Fig. 127) with the 
ruler, just as though it were a wooden needle, turn it up on edge 
and it raises every other thread. Through this opening (called shed) 
pass the Harper packing needle threaded with the twine of which 
the hamrhoek is to be woven. Allow the ruler to again lie flat. Push 
it forward so as to press the thread just drawn through close to those 
previously put in. 

In carrying the weaver back push the ruler away from the weav- 
ing already done and weave back under and over with the needle. 
Leave the threads at each side long enough to make a fringe, as shown 
in Fig. 127. 




Fig. 130 Finished Hammock. 



290 



CONSTRUCTION WORK— THIRD GRADE 



To Tie the Fringe: 

Hold the loom the long way and at right angles to the worker. 
Begin at the bottom and tie a knot as in Fig. 129. Even the fringe, 
cut the threads holding the rings or loops, and break the loom away at 
top and bottom, thus Removing the hammock from the cardboard loom. 
Fig. 130 shows finished hammocl^. 

Score Card 

The score card is a very excellent exercise in ruling. It develops 
neatness, accuracy, and skill in doing the work. 

See September outline for full directions on the score card. 

The game there described is always interesting and may be used 
at this time. The following is a very good number game for third- 
grade pupils. On the score card is kept each pupil's record. 

Shuffle Board 

This game is very popular on ocean steamers, as the passengers 
find much interest in playing the game. 

To play the game it will be necessary for the manual training 




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16 


11 





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no 133 



riG 134 



MAY AND JUNE 291 

teacher of the older classes to construct the necessary equipment, 
which consists of the following: 

6 disks of |- inch poplar 6 inches in diameter, Fig. 131. 

6 crescent-shaped p'eces of I inch poplar, Fig. 132. 

Each crescent has a handle made of a dowel rod. Fig. 133. 

If the school does not have a manual training department there 
will be no difficulty in interesting some child's father in making the 
necessary apparatus to^ play this very interesting game. Too much 
stress cannot be placed on the vakie of the practical number work 
which grows out of the playing of games. 

On the floor is drawn a four-foot square divided into square feet. 
Fig. 134. To the front and back are drawn arcs, as shown in Fig. 
•J 34. 

This drawing should be so placed as to run with the cracks in 
the floor. Within each square is found a number stating its value. 
Tb :• spaces in the front and back also have values. 

A mark is placed on the floor to show where each one should stand 
when taking his part in the game. 

To Play the Game 

Six pupils, each having a disk and a shuffle stick (crescent with 
handle), are ready to begin. The disk is placed on the floor and 
with the shuffle stick is given a push. If the disk lands in one of 
the squares the value of that square is credited to the one pushing 
it, and is recorded on the score board. If it lands in the space in 
the front that amount is taken from the record made by the row in 
which the pupil sits. As soon as one pupil has played he picks up 
the disk and shuffle stick and gives them to some other pupil. In 
this way the game does not lag and every pupil has an opportunity to 
take part in a single period. 

Materials for May and June: 

['100 I inch brass rings. 

1 50 pieces strawboard, 9x5 inches. 
iHammock-} 50 darning needles. 

1 50 packing needles. 

[2 spools carpet warp. 
Score Card for Shuffle Board — [Manila document, 4Ax6 inches. 



Index 



Alphabet Book, 37 
Animals, Cutting of, 118 
Artificial Flowers, 183 
Badges, 85, 114, 177, 198, 26S 
Basket, Ash Splint, 268 

Berry, 120 

Christmas, 155, 245 

Circular, 143 

Easter, 105, 285 

May, 190, 282 

Popcorn, 56 

Thanksgiving, 148 
Bean Bag Game, 199 
Bed, Making a, 76, 169 
Bird Cage, 119 
Bird House, 108 
Block Print, 9, 166 
Boat with Sails, 45 
Book Bag, 249 
Book Mark, 60; Circular, 24'( 

Double Weaving, 142 

Rectangular, 247 
Book Press, 260 
Box, Candy, 61 

Colored Sticks, 131 

Cover, 21 

Initial Blends, 184 

Picture Number Cards, 25 

Pin Holder, 159 
Box, Shoe Pegs, 18 

Vocabulary Cards, 51 

Weather Record, 91 
Button Hook, 159 
Cages, 204 
Cake Basket for Christmas Tree, 

58 
Cah^ndars, 62, 156 
Candy Box, Triangular, 246 
Chains, Decorative, 73 
Chair, 76, 171 



Chicken Coop, 97 

Christmas Tree Decorations, 56, 

156 
Christmas Tree Ornameut, 59 
Church, Construction of, 49 
Circle Maker, 239 
Circus Parade, 203 
Clay Box, 34 
Clay Modeling, 25, 44, 56, 83, 95, 

105, 114, 190, 276 
Cradle, 48 
Cupboard, 88, l69 
Cutting Book, 33, 138 
Cutting Gauge, 270 
Cutting in Mass, 9 
to Line, 25 

Freehand, 83, 95. 105, 114, 125, 
13b, 146, 155, 173, 190, 198, 
219, 227, 266, 276 

Cutting Splints, 270 
Darning- Cotton Case, 64 
Davenport, 77, 171 
Doll's Hammock, 287 
Doll House, 74, 165 
Dominoes, 101 
Drawing of Squares, 177 

Oblongs, 178 
Drawstrings, Making, 268 
Dresser, 88, 171 
Easter Cards, 111, 195, 285 
Envelope, Cutting, 9 

Decorating, 14 
Envelope for Matching Number 
Game, 31 

Peg Board, 29 

Fences, 96 

Flower Cutting, 117 

Flower Pot, 202 

Flower Pot and Plant, 114 



Folio, Construction of, 276 
Foot Rule, 71 
Fringe Tying, 290 
Fruit Basket, 202 
Furniture for Doll House, 85 
Geometric Game, 112 
Go-Cart, 188 

Group Problem— The Circus Pa- 
rade, 118 

The Farm, 96 
Half Inch, Developing, 139 
Hair Receiver, 61 
Handkerchief Bag, 241 
Hektograph, 17 
Indian Head-Dress, 148 
Kerchief, 148 
Lanterns, 36, 58, 141, 219 
Leaves, 117 
Log House, 46, 84 
Loom, Construction of, 242, 250 

Stringing, 289 

Threading, 266 
Marble or Jackstone Bag, 266 
Mat for Kitchen Floor, 165 
Mat, Raffia, 179, 243 

Weaving, 78 
Multiplication Game, 228 
Needle Book, 237 
Number Book, 100 
Number Cards, Use of, 129 
Number Game, 53, 151 
Paper Flower Pot for Germi- 
nating Purposes, 273 
Pegs, Use of, 23 
Peg Board, 27 
Phonograms, 131 
Picture Frame, 58 
Pin Case, 157; Cross-stitched, 236 
Pin Wheel, 95 



Puritan Cap for Girls, 147 
Puritan Cradle, 228 
Reading a Pattern Drawing, 213 
Reins, 121 

Ring Toss Game, 201 
Rope Basket, 273 
Rugs, Woven, 181 
Ruler as a Straight Edge, 27 
Scoie Cards, 198, 211 
Serving Table, 89, 180 
Shaving Pad, 62 
Shuffle Board, 290 
Sideboard, 180 
Soldier Cap, 87, 147 
Spelling Blank Book, 149, 215; 
Decorated, 263 

Spelling Blank Cover, Hinged, 255 
Stems, Leaves and Flowers, 202 
Sticks, Use of, 136 
Story Book, 65 
Stove, 89, 180 
Table, 75, 170 
Trees, 50, 83 
Trunk, 88 

Valentines, 91, 173, 178, 261 
Weaving a Hammock, 289. 
Weaving an Iron, Poker or Kettle 
Holder, 161 

Weaving a Stocking Cap, 233 
Wagon, Covered (Prairie Schoon- 
er), 84 

Wagon, Construction of, 98 
Wall Pocket, 58 

Window Boxes for Doll House, 
184 

Word Book, 222 

Word Building Game, 196 

Woven Work Bag, 239 



